Planning for Instruction
The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Knowledge Indicators - The competent teacher:
4A. understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B. understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C. understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals.
4D. understands when and how to adjust plans based on students’ responses and other contingencies.
4E. understands how to integrate technology into classroom instruction.
4F. understands how to review and evaluate educational technologies to determine instructional value.
4G. understands how to use various technological tools to access and manage information.
4H. understands the uses of technology to address students’ needs.
Performance Indicators - The competent teacher:
4I. establishes expectations for students’ learning.
4J. applies principles of scope and sequence when planning curriculum and instruction.
4K. creates short-range and long-term plans to achieve the expectations for students’ learning.
4L. creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and principles of effective instruction.
4M. creates multiple learning activities that allow for variation in students’ learning styles and performance modes.
4N. incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
4O. creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
4P. develops plans based on students’ responses and provides for different pathways based on students’ needs.
4Q. uses teaching resources and materials which have been evaluated for accuracy and usefulness.
4R. accesses and uses a wide range of information and instructional technologies to enhance students’ learning.
4S. uses individualized education program (IEP) goals and objectives to plan instruction for students with disabilities.
4A. understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B. understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C. understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals.
4D. understands when and how to adjust plans based on students’ responses and other contingencies.
4E. understands how to integrate technology into classroom instruction.
4F. understands how to review and evaluate educational technologies to determine instructional value.
4G. understands how to use various technological tools to access and manage information.
4H. understands the uses of technology to address students’ needs.
Performance Indicators - The competent teacher:
4I. establishes expectations for students’ learning.
4J. applies principles of scope and sequence when planning curriculum and instruction.
4K. creates short-range and long-term plans to achieve the expectations for students’ learning.
4L. creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and principles of effective instruction.
4M. creates multiple learning activities that allow for variation in students’ learning styles and performance modes.
4N. incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
4O. creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
4P. develops plans based on students’ responses and provides for different pathways based on students’ needs.
4Q. uses teaching resources and materials which have been evaluated for accuracy and usefulness.
4R. accesses and uses a wide range of information and instructional technologies to enhance students’ learning.
4S. uses individualized education program (IEP) goals and objectives to plan instruction for students with disabilities.
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Reflection
Artifact: Social Studies Unit
PTS 4 Planning for Instruction: The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
A teacher has to be thinking of many things at once in order to effectively plan for instruction. The students of course must always be in the foreground of the mind of the teacher, but also things like the standards and goals, the larger community outside of school, and of course a teacher must consider how they need to expand their own knowledge to accurately approach planning. A competent teacher is always thinking about the many different ways that instruction can affect student learning, and how early planning to take on the struggles and needs of the students and community is critical. The competent teacher understands how to use curriculum goals when planning a lesson or larger unit or project, and also knows how to effectively research to gain a better understanding of the topic for themselves.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact I chose to satisfy this standard was a unit that I created as part of course work for a class. I had to keep a log of my thinking as I prepared, set up the classroom that I would be teaching for, explain how my unit fit into the social studies conceptual framework and followed standards, and finally I had to write several lessons for the unit. Knowledge indicator 4B states that the competent teacher “understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.” In my lessons I had to create short term goals for the lessons and then relate how those goals were going to help the students understand the enduring understandings of the unit. Also, in the classroom that I created I had a lot of diversity, which I made sure to incorporate in my lessons. The knowledge indicator 4E states that the competent teacher “understands how to integrate technology into classroom instruction.” In the lessons that I created, I had the students using computers often, which was meant to help support their technological literacy and online resource analytical skills. Finally, indicator 4C states that the competent teacher “understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals.” The unit offers students many different venues for engaging in discussion, thinking of questions and answering questions, looking up information and analyzing resources to determine their value. The topic of my unit was war, and most students are often very curious about reasons why we went to war, or they want to know a different side of the story. I believe that this topic engages student interest effectively and also allows for students to create their own learning experiences and can support their critical thinking which will in turn support their educational goals. In other words, I find that this unit accurately displays that I understand and have competently completed this standard having created it.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
This artifact has given me a lot to think about in the future for when I plan my instruction for a diverse classroom and also it has given me a lot to think about in terms of planning an entire unit and all the details and research that go into creating one. Keeping the log even, at the beginning of my unit was helpful because I can now go back and read it and see exactly where I was getting my ideas from and how long it took me to come to some conclusions and then I can even see myself change my mind in some areas. It’s nice to be able to have such an insight into my own thinking and problem solving, so the next time I’m creating a unit and it frustrating or I’m stuck, I’ll be able to relax and realize that this is simply the process. I feel more prepared to create something like this, which will certainly be an asset when I go into my future classroom.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel more prepared to teach and learn in a diverse society now, after creating this unit because of the classroom that I create for the unit specifically. I purposely created a classroom that was very unique and diverse to force myself to think about where all of the students were coming from and how they could bring something else to the table that someone else in the classroom might now be able to. It was challenging, but being part of our diverse society is a daily challenge to make sure that everyone is succeeding and supported in the classroom. I feel more prepared to accept these challenges and succeed regardless.
Artifact: Social Studies Unit
PTS 4 Planning for Instruction: The competent teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
A teacher has to be thinking of many things at once in order to effectively plan for instruction. The students of course must always be in the foreground of the mind of the teacher, but also things like the standards and goals, the larger community outside of school, and of course a teacher must consider how they need to expand their own knowledge to accurately approach planning. A competent teacher is always thinking about the many different ways that instruction can affect student learning, and how early planning to take on the struggles and needs of the students and community is critical. The competent teacher understands how to use curriculum goals when planning a lesson or larger unit or project, and also knows how to effectively research to gain a better understanding of the topic for themselves.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
The artifact I chose to satisfy this standard was a unit that I created as part of course work for a class. I had to keep a log of my thinking as I prepared, set up the classroom that I would be teaching for, explain how my unit fit into the social studies conceptual framework and followed standards, and finally I had to write several lessons for the unit. Knowledge indicator 4B states that the competent teacher “understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.” In my lessons I had to create short term goals for the lessons and then relate how those goals were going to help the students understand the enduring understandings of the unit. Also, in the classroom that I created I had a lot of diversity, which I made sure to incorporate in my lessons. The knowledge indicator 4E states that the competent teacher “understands how to integrate technology into classroom instruction.” In the lessons that I created, I had the students using computers often, which was meant to help support their technological literacy and online resource analytical skills. Finally, indicator 4C states that the competent teacher “understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals.” The unit offers students many different venues for engaging in discussion, thinking of questions and answering questions, looking up information and analyzing resources to determine their value. The topic of my unit was war, and most students are often very curious about reasons why we went to war, or they want to know a different side of the story. I believe that this topic engages student interest effectively and also allows for students to create their own learning experiences and can support their critical thinking which will in turn support their educational goals. In other words, I find that this unit accurately displays that I understand and have competently completed this standard having created it.
If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
This artifact has given me a lot to think about in the future for when I plan my instruction for a diverse classroom and also it has given me a lot to think about in terms of planning an entire unit and all the details and research that go into creating one. Keeping the log even, at the beginning of my unit was helpful because I can now go back and read it and see exactly where I was getting my ideas from and how long it took me to come to some conclusions and then I can even see myself change my mind in some areas. It’s nice to be able to have such an insight into my own thinking and problem solving, so the next time I’m creating a unit and it frustrating or I’m stuck, I’ll be able to relax and realize that this is simply the process. I feel more prepared to create something like this, which will certainly be an asset when I go into my future classroom.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel more prepared to teach and learn in a diverse society now, after creating this unit because of the classroom that I create for the unit specifically. I purposely created a classroom that was very unique and diverse to force myself to think about where all of the students were coming from and how they could bring something else to the table that someone else in the classroom might now be able to. It was challenging, but being part of our diverse society is a daily challenge to make sure that everyone is succeeding and supported in the classroom. I feel more prepared to accept these challenges and succeed regardless.