CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge
background, and backgrounds, and diverse learning needs comprehensive
of students’ academic
individual development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language
emotional, and physical
proficiency, cultural
development to meet their Planning addresses bias,
background, and
individual needs. stereotyping, and
individual
assumptions about
development to plan
Is aware of the impact of Becomes aware of Examines potential cultures and members of Engages students in the
instruction.
bias on learning. potential areas of bias and sources of bias and cultures. analysis of bias,
seeks to learn about stereotyping when stereotyping, and
culturally responsive planning lessons. Uses assumptions.
pedagogy. culturally responsive
pedagogy in planning.
This area presents a Over the course of the Following and building on
unique challenge when 2019-2020 school year, I the "speed dating"
teaching in a foreign have developed a sense characterization activity
country like Thailand. (largely through trial and mentioned in CSTP 3, I
Prior to beginning, I did error) of what will work designed an activity in
some online research into and what will not as far as which students first read
the habits, customs, materials: texts, graphics, an article on what our
educational and career videos, and activities. I social media habits may
priorities, and other have learned to judge say about our
potentially relevant potential content for personalities, then created
Evidence aspects of my students’ language, themes, and multimedia self-portraits
cultural background. references that students of themselves from their
Materials and activities are will respond to; intrinsic social media posts. I chose
chosen with this info in to this has been stepping this approach based on
mind. There are also back from my own biases what I've learned of my
definite do’s and don’ts about what is engaging or students preferences and
when it comes to Thai appealing and looking at cultural backgrounds; all
culture, and I have already these things from the of them interact with
encountered one instance: students’ perspective: If I multiple social media
irony and sarcasm are not were a 16 year old, do I platforms (LINE,
always interpreted here as think that I would respond Facebook, and Instagram)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
they would be in a USA to this? Just because I like and most of them post
classroom, and I’ve had to something does not publicly on these.
adjust my teaching style necessarily mean the Students then posted their
accordingly. students will (often in fact self-portraits in a Padlet
it seems to be the gallery and viewed one
9/30/2019 opposite). another's work in a virtual
gallery walk; each student
5/8/2020 had to leave at least five
comments on their
classmates' work.
October 2020
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
In my observations, this The school’s curriculum In the debrief/Part II of
area was identified as one and overall approach characterization speed
in which I needed to make emphasize what they refer dating, I gave students the
some adjustments. In to as ESLOs: Expected objective of creating word
response to the input I Student learning clouds from the
received, writing and Outcomes. This is similar three-word descriptions
discussing learning to the their classmates wrote
objectives and connecting backwards-planning, about their characters
them explicitly to outcome-based philosophy from the main activity. I
standards is now part of upon which the CCC designed this objective
my classroom routine. I am standards are based and with the following in
now looking to build on there is a lot of overlap mind: it is highly visual
this by explicitly between the two. Part of (catering to one of
connecting learning the ESLOs is “essential students' strengths,
objectives from prior units questions” for each affinity for visual
to the current unit, and learning unit that are used material); it gives students
illustrate how prior to establish goals: In the creative control (they
knowledge and skills can course of the unit, choose
be engaged. activities and discussion font/color/orientation/sh
will seek to answer these. I ape of words and clouds);
9/30/2019 now begin each unit with a and it is likely to be highly
Evidence
review and discussion of engaging because it
the essential questions, as focuses on feedback they
a way to direct and focus received from peers on
inquiry. the characters they
created and played in the
5/8/2020 main activity. I attached
examples of word clouds
for those who might not
be familiar with them,
provided links to free,
simple word cloud
generators, and did a
demo in class in which I
created a small word
cloud.
After the word cloud
activity, I had the students
write brief responses to
the following questions as
an "exit ticket":
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
● What are some of
the things others
did that helped
you guess their
characters?
● What did you do
to help people
guess your
character that
you think was
effective?
● What would you
have done
differently to help
people guess?
October 2020
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
plans that ensure high
learning
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Planning at my school is The school year is divided The speed dating, word
expected to be into four learning units, clouds, and social media
outcome-based, and my two per semester. Before self-portraits were
lesson plans are reviewed each unit, the teachers designed as a series of
by my department head meet at the grade level to activities to prepare the
and other supervisors with brainstorm and students for identifying
this in mind. Sequencing of collaborate on plans for and analyzing different
lessons is organized into the unit, including the kinds and methods of
quarterly units that are summative, or final, characterization (direct
each centered on a assessment for that unit, and indirect;
particular theme or idea: which must be uniform for actions/reactions,
Society and Conformity, all class sections within thoughts, dialogue,
Life and Death, etc… Texts the grade. Emphasis has physical description)
are chosen for their been on giving students a using the Kate Chopin
appropriateness not only clear idea at the beginning short story, "The Story of
to the students skills and of each unit of what the an Hour." Having gone
abilities, but also their theme and learning through the process
suitability to a given unit’s objectives are and guiding themselves of indirectly
theme. Working within inquiry and learning creating a character
this curriculum structure activities towards those. through behavior and
has honed my abilities in dialogue during the speed
Evidence
this area. 05/08/2020 dating activity, then
curating a selection of
9/30/2019 their own social media
posts in order to present a
characterization of
themselves to others, the
goal was for them to
identify how the author
uses literary devices and
descriptive language to
show us who Mrs. Mallard
is and the transformation
she undergoes in the
course of the story. These
activities were designed to
lay the groundwork for
their first step in working
with the text, creating a
three-column chart about
Mrs. Mallard and her
husband Brently: what the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
characterization is
(quoting from the text),
what you think it shows
about who Mrs. Mallard or
Brently is, and whether
you think it is direct or
indirect. The lesson began
with reading the handout
All About Characters,
which reviewed methods
of indirect
characterization they had
been exposed to in the
previous lessons and
activities.
October 2020
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
4.4 Planning
responsive pedagogy, learning needs. Provides needs and styles to
instruction that
students’ diverse language, appropriate support and advance learning for all.
incorporates
and learning needs and challenges for students.
appropriate
Is aware of student Seeks to learn about styles. Facilitates opportunities
strategies to meet
content, learning, and students’ diverse learning Integrates results from a for students to reflect on
the learning needs of
language needs through and language needs Uses assessments of broad range of their learning and the
all students
data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
When I begin a unit, I Key to my efforts at My work with
query students on how differentiation has been characterization and
much of the key variety: In learning literary analysis has
vocabulary and concepts is materials, activities, and followed a pattern of
familiar to them. Based on assessments. I find that beginning with simple
student responses, I when I diversify - using tasks, such as
pre-teach vocabulary as graphics, video, and questionnaires and peer
necessary, using ESL technology-based material discussions, Kahoots, and
techniques to elicit in addition to text; creating word clouds, and
meaning instead of just technology-based and using the knowledge and
giving definitions, and kinetic group activities academic language from
design activities related to along with individual those to advance to more
concepts and relevant reading and writing; complex activities such as
Evidence
background info. For individual and group identifying elements of
example, at the beginning assessments involving characterization in texts in
of a recent unit, I had multimedia products. I the form of a
students in groups of four find in this way that I can three-column chart.
create slideshows on effectively accommodate a
subjects related to a broad range of learning November 2020
specific text they were styles and reading levels
about to read and spend within a single lesson.
several weeks analyzing;
these were presented in 5/8/2020
class.
9/30/2019
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
4.5 Adapting
needs. responsive pedagogy and as the instructional needs of individual student
instructional plans
additional materials to arise to support student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
A challenge in my current As I’ve gotten to know my As discussed in another of
situation is that students students better, I’ve the CSTP elements, I
are not formally tracked. become better at gauging recently saw the need to
All grade 11 students are the effectiveness of my further teach and review
expected to be given the lessons and learning “The Story of an Hour”
same texts, learning strategies as I go, and based on student
objectives, and summative adjusting them on the fly responses in Kahoots and
assessment at the end of to better engage the other diagnostic tools
each unit, and to come students and focus on showing that they were
away with roughly the learning objectives. A big unclear on core concepts;
same skills and knowledge. part of this is paying this took the form of a
This makes adaptation for attention to the students’ read-aloud and extended
the particular needs of demeanor in class and Q&A discussion in order
each section tricky, as they how they react to to elicit from them greater
are not all equal in terms materials and understanding.
of ability and motivation. assessments: things like
For example, I recently had body language and facial My incorporation of
two of my three sections expressions I find can be technologies like Kahoot,
create “word art” from very communicative and Poll Everywhere, and
Evidence target vocabulary; revealing. I also regularly Padlet, as well as a variety
however, for my most poll them anonymously on of kinds of assessments
advanced section, I made what they think works and (written and visual) is
this activity optional and doesn’t, and use that for intended to reflect
instead engaged them in a guidance. multiple learning
slightly more demanding modalities.
task. 5/8/2020
November 2020
9/30/2019
