Standard Three | Planning for Differentiated Instruction
The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Artifact | SPED 405 Assignment C
Knowledge Indicator: The competent teacher understands when and how to adjust plans based on outcome data, as well as student needs, goals, and responses.
Please click here to see my SPED 405 Assignment C in which I modified three different scenarios using differentiated instruction
Please click here to see my SPED 405 Assignment C in which I modified three different scenarios using differentiated instruction
Reflection | SPED 405 Assignment C
I chose this artifact for Standard Three, Planning for Differentiated Instruction, because in this assignment I modified my theoretical instruction for three different kinds of learners. I used data from the sources and applied it to the lessons to best fit student needs and goals.
This artifact meets this standard because I specifically showed how I would modify instructions for students struggling with Asperger’s syndrome, a seizure disorder, and a learning disability so that they could be successful in the classroom.
This artifact is an appropriate representation of this standard because the assignment specifically used differentiated instruction to help all types of learners in this classroom succeed; therefore, I changed the given instruction into lessons and strategies that would allow students the accommodations they need to be most successful.
This artifact shows my personal growth and development I constructed this assignment in a special education course dealing with making accommodations for students. In this case, I took a lesson that I had previously taught and adjusted my strategies as if students with these needs were present. Doing so, shows my personal growth from SPED 405 and my development in creating lessons for all learners.
This artifact indicates my knowledge about the standard because in the creation of it, I had to demonstrate y knowledge of three different kinds of issues that I may have to deal with and show how I would make adaptations for those students.
This artifact meets this standard because I specifically showed how I would modify instructions for students struggling with Asperger’s syndrome, a seizure disorder, and a learning disability so that they could be successful in the classroom.
This artifact is an appropriate representation of this standard because the assignment specifically used differentiated instruction to help all types of learners in this classroom succeed; therefore, I changed the given instruction into lessons and strategies that would allow students the accommodations they need to be most successful.
This artifact shows my personal growth and development I constructed this assignment in a special education course dealing with making accommodations for students. In this case, I took a lesson that I had previously taught and adjusted my strategies as if students with these needs were present. Doing so, shows my personal growth from SPED 405 and my development in creating lessons for all learners.
This artifact indicates my knowledge about the standard because in the creation of it, I had to demonstrate y knowledge of three different kinds of issues that I may have to deal with and show how I would make adaptations for those students.
Artifact | Human Rights Classroom Blog
Performance Indicator: The competent teacher accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement.
Please click here to see my directions and blog questions for my unit that I created covering human rights.
Please click here to see my directions and blog questions for my unit that I created covering human rights.
Reflection | Human Rights Classroom Blog
I chose the Human Rights Classroom Blog as an artifact for Standard Three, Planning for Differentiated Instruction, because the blog activities and assessments cover a variety of learning theories and strategies while also meeting my students’ diverse characteristics. Within the blog, I designed the instruction to help students improve their content knowledge from a variety of perspectives in which each assessment will meet the needs of the activity. Together, all of the activities form a lesson that uses differentiated instruction as a whole.
This artifact meets this standard because I applied my knowledge of diverse student skills to a task that students would complete over time. By creating different tasks I ensure that students will have a variety of opportunities to learn the material and also engage with it in a way that best fits their learning style.
This artifact is an appropriate representation of this standard because through each of the activities, I am allowing my students another way to approach the content while also meeting the specific skills of different learners. I have differentiated the instruction by giving students choices for some of the activities but also by incorporating activities that use a large variety of Internet sources. Each source provides a different way of looking at human rights; some activities incorporate reading and responding, while others present a video and ask students to list main ideas. With each of the activities students engage differently, thus giving them a spectrum over which they can develop the content.
This artifact demonstrates my personal growth and development as a teacher because I can easily modify and update the activities as the topic and the culture develops. Additionally, as better techniques come out for differentiating instruction, I will be able to easily incorporate those activities into the blog or change the activities as my students change.
This artifact indicates my performance of the standard because I created this assignment specifically in order to address all students in my classroom. I created the blog in such a way that students experienced a variety of activities that allowed them to connect with the text on a variety of levels. Although we used the blog as one form of technology, each of the activities asks the student for different levels and types of participation ranging from independent writing to collaborating.
This artifact meets this standard because I applied my knowledge of diverse student skills to a task that students would complete over time. By creating different tasks I ensure that students will have a variety of opportunities to learn the material and also engage with it in a way that best fits their learning style.
This artifact is an appropriate representation of this standard because through each of the activities, I am allowing my students another way to approach the content while also meeting the specific skills of different learners. I have differentiated the instruction by giving students choices for some of the activities but also by incorporating activities that use a large variety of Internet sources. Each source provides a different way of looking at human rights; some activities incorporate reading and responding, while others present a video and ask students to list main ideas. With each of the activities students engage differently, thus giving them a spectrum over which they can develop the content.
This artifact demonstrates my personal growth and development as a teacher because I can easily modify and update the activities as the topic and the culture develops. Additionally, as better techniques come out for differentiating instruction, I will be able to easily incorporate those activities into the blog or change the activities as my students change.
This artifact indicates my performance of the standard because I created this assignment specifically in order to address all students in my classroom. I created the blog in such a way that students experienced a variety of activities that allowed them to connect with the text on a variety of levels. Although we used the blog as one form of technology, each of the activities asks the student for different levels and types of participation ranging from independent writing to collaborating.