March 20th, 2009 by Nicole Battista

Instructional Design and Assessment
Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities

My psychology classes, particularly Developmental Psychology, taught me about human growth and development in terms of cognitive, affective, physical, emotional, and social maturity. Since I have worked with so many different grade levels, it was helpful to use this knowledge to guide my instructional practices. My 6th grade instruction looks quite a bit different than my 12th grade instruction!

b. Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity

For each of my daily lesson plans for Student Teaching, I had different objectives and ways I measured the objectives listed. Some of my classes needed more focus on different areas than others, so I tailored my lesson plans accordingly. Also, some classes were more mature than others or had different interests. Modifying my objectives, even slightly, made for better instruction.

c. Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the academic achievement of all students

During Student Teaching, I found it most effective to make use of many different types of assessments. My students completed things such as quizzes, vocabulary tests, unit tests, group dialogue projects, one-on-one interviews, individual graded assignments as well as partner work.

d. Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly;

Throughout many self-reflection papers and the writing of my philosophy statement, I have concluded what my personal beliefs are. One of my personal beliefs is to hold my students to high standards and expectations. I have found out that what I may expect of them is not always going to be realistic. I have come to value getting to know my students so that I have a realistic idea of their capabilities. For example, on one exam, the majority of students missed a particular question. I had assumed that they would know the answer, but I was mistaken. I determined the best course of action was to throw out this questions and re-teach the material is was testing.

e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education;

Every student has a different learning style. Therefore, I made efforts to reach all types of learners. For example, I made use of visual aids and my chalkboard. I also used listening devices. We did oral activities and hands-on projects. All students had an opportunity to learn how they do best.

Please see Artifact #6 which shows how I appealed to visual learners.
La mano

f. Design and implement instruction based on Michigan Curriculum Framework (MCF), using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data

All of my lesson plans throughout Student Teaching met the Michigan Standards and Benchmarks for Foreign Languages. Throughout my time, this curriculum framework guided me in my instruction and allowed me to make sure that all standards were being met. I came up with different ways to teach the same material and experimented with this during my lesson planning. My classroom was made up of different types of learners during Student Teaching. I modified some of my approaches to literacy (by using different strategies) depending on which class of students I was teaching for that particular block.

g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students

One of my assessments involved showing me what time it was by making and using a clock visual aid. Each student was able to create his or her own clock. It made things more tangible and life-like for those students that have a hard time seeing the relevance of Spanish. Many of my students needed help reading an actual clock that was not digital, so we all made our own clocks to help all students understand the time lesson.

See artifact #7 of an example student’s clock.
Reloj de un estudiante

h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives

I made use of playing Spanish music and using an online stopwatch to help manage time and resources in my class period. This also helped to keep students motivated and on task.

i. Promote literacy in a variety of contexts (e.g., numeric, graphs, textual, multi-media, artistic, and digital)

In every chapter of my Spanish instruction for both Spanish 1 and 2, we also read chapters of short stories. I incorporated cultural and grammatical aspects into this reading.

Artifact #8 is an excerpt from the novel I incorporated into Spanish class to help promote literacy.

j. Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs

I made sure that my students who had an IEP for someone to read the test to him or her always received this the day the test was given. I had this pre-arranged with another administrator in the building. Also, during seminar time and my prep time, these students could come in to have more time on tests.

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