INTASC Standards: 1, 2, 7
Standard #1: Learner Development. The teacher identifies how learners grow and develop, acknowledging that patterns of learning and development differ independently within and all through the cognitive, linguistic, social, emotional, and physical areas, and strategies and applies developmentally suitable as well as thought-provoking educational applications (Henson, 2009).
The association among the planning, instructional delivery, including how it influences student engagement, learning and success with this particular professional standard is that the teacher demonstrates knowledge of all students, establishing instructional outcomes by designing well-structured instruction. The teacher instructs and develops learning
…show more content…
By designing articulate instruction exhibiting malleable and receptive instruction can also promote positive educational attainment (Henson, 2009).
Standard #7: Planning for Instruction. The teacher designs lessons that encourages each student in meeting complex educational objectives by correlating knowledge of subject matter, course outline, cross-disciplinary abilities, and instructional methods, in addition to knowledge of students and the societal environment (Henson, 2009).
In continuation with preparing, planning and implementing appropriate lessons conducive to diverse learners. This particular standard maintains the significance for teachers to recognize each student’s distinct strengths, weaknesses, and needs to construct efficient lessons. Teachers must also assume their skilled responsibilities to employ short-term and long-term planning ensuring student learning. Furthermore, it is important for educators to be receptive to modification and alterations based on student needs and shifting circumstances. If teachers are action oriented and dedicated to continuous development necessary revisions will be executed to benefit and promote student education (Henson,
…show more content…
Setting Goals and Objectives for Learning. The teacher utilizes a standards-based method to teaching integrated with the state and local curriculum and establishes goals and objectives that depict what students will learn (West Virginia Department of Education, 2010).
Therefore, it is important to establish developmentally appropriate instruction and activities supporting lessons and components with West Virginia Content and Standards and Objective. By clearly stating focused goals and incorporating content along with disciplines will advise students’ about the subject matter they will learn so that they can constructively achieve affirmed goals increasing prospect for academic success (West Virginia Department of Education, 2010). 1d. Designing Instruction. The educator includes student involvement whenever it is suitable in designing instruction in a way that engages students in a series of purposeful educational exercises that encourages the West Virginia Content Standards and Objectives and the effects in designed student teaching (West Virginia Department of Education,
.... (2007). Tips for teaching: Differentiating instruction to include all students. Preventing school failure, 51(3), 49-54.
McTighe, J. (2010). Understanding by design and instruction. Defining the role of the classroom teacher. In R. J. Marzano (Ed.), On excellence in teaching, (pp. 270-299). Bloomington, IN: Solution Tree.
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
I will teach to the objectives and I will teach to the standards. I will make sure that my lessons are hitting on as many standards as possible.
We as educators must always plan, create, update information, learn new things, observe other teachers, meeting the student where they are. If we don’t take the time out to teach them they will never know. Giving back to our students what was giving to us. The Bible tells us in Deuteronomy 11:19-20 says ”And ye shall teach them your children, speaking of them when thou sittest in thine house, and when thou walkest by the way, when thou liest down, and thou risest up”www.biblegateway.com. It’s our duty to teach them everything we know. Even when they don’t want to learn it. We must teach even when we don’t feel like it. They must know. God will hold us accountable for what we have not given them. Our lesson plans must be in order to get them to work, learn and come away with an understanding and skills they need in life to make it. To give our students what they need to go to the next phase or level in their life. We are part of the puzzle. We are the one piece they need to move ahead. Teaching them how to problem solve. “Teachers should provide opportunities for students to be successful in completing tasks they value and see as challenging. Teachers who are intentional about involving students in goal setting and self-assessments will enhance student’s motivation to learn” (McCullough, 2008). We they learn this they will become independent. It’s like reaching their goals and objectives when they get it
Effective teachers evaluate their classroom environment in comparison to their students’ academic, functional, behavior and social needs. After taking this into consideration, the teacher should make appropriate accommodations and/or modifications to ensure all student success in the classroom. Despite a teacher’s highest expectation for students, students who require a more individualized approach will always be of concern. The INCLUDE strategy is provided for these students who require an individualized approach. INCLUDE allows teachers a strategy for making adaptations or accommodations based on individual student needs, along with the teacher’s expectations in the classroom. (Friend & Bursuck, 2006)
Artifact 1: Artifact 1, under Tab C: Curricular Content Knowledge, the Instructional Plan Module, completed during ELSE 6193 Laboratory Experience was completed. For the Instructional Module, candidates were to create and teach two lesson plans for both elementary and secondary instructional settings. The lessons plans were to address one or more of the goals and objectives that were written in each student’s Individual Education Program (IEP). The candidates were to describe in detail the adaptations and modification that were needed for the target students to be able to fully participate in each lesson. Additionally, each lesson plan was to incorporate some type of technology.
Demonstrating knowledge of content and pedagogy is important and must be embedded in planning, because in order to be a great teacher you need to know what you are teaching and the best way to teach it to your students. If an instructor does not possess a deep knowledge of what they are teaching it will be difficult to successfully engage students in discussion, promote questioning, and answer their questions. Teachers with a strong knowledge of the content they are teaching are able to present new information by linking it to previous information, address misconceptions, and plan activities and exercises to successfully engage students. They also understand that not all students learn the same way and have different pedagogical techniques planned.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly.
This standard expresses the importance of supporting students so they can meet higher standards. Teachers will support students by having knowledge of all of the different areas of teaching and with a strong curriculum that targets everyone. I understand how important it is to help my students meet their personal learning goals through my teachings. I will be organized and simple english and instructions in each and all of my lesson plans. I will also take into consideration the different backgrounds that my students will have and how that may impact the way they learn.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity