Standard #7
Planning for Instruction
Performances
Essential
Knowledge
Critical Dispositions
7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
7(g) The teacher understands content and content standards and how these are organized in the curriculum.
7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content knowledge.
7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
7(j) The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
7(k) The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
7(l) The teacher knows when and how to adjust plans based on assessment information and learner responses.
7(m) The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.
7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
7(p) The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
7(q) The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
click to edit
To me this means being aware of different methods to teach skills and knowledge, using things like visible thinking routines during class, differentiating, using questioning, i do, we do, you do in your lesson format. Also it means making accommodations for those who need it. Also using a range of formative and summative assessment.
This has been more difficult in my class since I'm used to a solely Korean class. Now I have 5 or 6 different cultures to navigate. I need to trip check to see if the questions aren't offensive to anyone.
It takes a village.
Makes me think of the story of the blind man and the elephant. We need everyone's eyes to understand what is going on.
Planning with PLC is imperative to ensure lessons are student-centered and engaging for all learners
Teachers must not assume the strengths and weaknesses of their learners. I highly recommend that teachers use assessments and one-on-one meetings.
Using formative assessments in the lesson to check for understanding and using that information to direct your lesson. Doing things like a baseline assessment etc to inform your planning.
This is why we are in Moreland. Also, I think the praxis tests and the lessons on study.com are also a huge help.
To me this means that the teacher needs to be connected with the students and aware of their needs. Regularly checking in with them and their families to provide any support needed. If the student requires support, then the teacher should be aware of correct referral procedures/support services available to help the student and also make other teachers aware.- regular meetings with teachers, leadership and family.
Teachers should use curriculum map, unit planner and lesson planner
This gets so tricky with the bigger classes as you can essentially have 20 different goals in one classroom.
We have to do our homework! We have to be professionals. And we have to be disciplined about preparing our curriculums and long-term goals ahead of time.
use data-driven instructions to meet various learning needs.
click to edit
Also, community helps! Getting together with other teachers to plan is more fun than doing it alone in your room.
Sometimes the best planned lesson doesn't go to plan. Maybe the students aren't connecting with the content or the students don't understand the content because of the way you are teaching it.
teacher need to understand students learning style and interest
teacher need to collect data from class formative and summative assessment
Not being rigorous with plans, responding to students, regularly CFU and redesign lesson accordingly
click to edit