Professional Documents
Culture Documents
CSTP 4 Estrada 12
CSTP 4 Estrada 12
I’ve used “ticket-out-the- I’ve used “ticket-out-the- The evidence I would use
door” half-sheets to see door” half-sheets to see here would be Aleks since
how well a student how well a student it enhances my
understands the material. understands the material. knowledge of student’s
This serves as additional This serves as additional academic readiness and
assessment prior to the assessment prior to the helps me see if they have
actual exam. Just because actual exam. Just because mastered language
students take notes and students take notes and proficiency. Every
attempt the homework, attempt the homework, student also has their
shouldn’t be reason shouldn’t be reason own individualized
enough to conclude that enough to conclude that learning plan, so it
they fully comprehend they fully comprehend definitely helps me
the material. These the material. These develop instruction plans
additional assessment additional assessment for lessons or small group
help clarify this. 9/27/17 help clarify this. In this activities we would do
particular ticket-out-the- during the unit. Aleks has
door, students are solving indeed been a beneficial
quadratic equations by tool for my students this
either factoring, using the year. 12/14/18
quadratic formula, or by
completing the square.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Upon grading these half-
sheets of paper, I was
able to deduce that the
majority of the students
were having a difficulty
solving quadratic
equations by using the
quadratic formula.
Therefore, I spent an
extra day on this topic so
students could practice it
and be able to master it
before the exam. 2/1/18
(Evidence as seen on my
portfolio)
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/27/17 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 12/7/18 to articulate and monitor
learning needs. 2/1/18 learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
We always start our notes We always start our notes Having the unit goals
with an essential with an essential question posted somewhere in the
question and goal. By and goal. By doing this, classroom allows the
doing this, students are students are aware of students to see what it is
aware of what is expected what is expected of them that we are trying to
of them for the lesson. for the lesson. They complete and what is
They should begin seeing should begin seeing a expected of them. One
a pattern within the goals pattern within the goals way I have begun to
of the unit. Our goals of the unit. Our goals establish goals for
should begin connecting should begin connecting student learning has been
with every lesson of the with every lesson of the by using the Peergrade
unit. Thus, making it clear unit. Thus, making it clear website which has
what it is that we wanted what it is that we wanted students upload work
our students to be able to our students to be able to and has it anonymously
do once we finished. do once we finished. In assigned to review/grade
9/27/17 these particular notes, the other students’ work.
essential question that Completing these
students wrote down is assignments and grading
“What factoring methods them helps the students
do we use to completely arrive at mastering the
factor the quadratic unit goals posted
expressions?”. Students somewhere in the
have been taught the classroom. 12/7/18
following factoring
methods; factoring out
the GCF (greatest
common factor), factor by
grouping, and factor by
guess and check when the
leading coefficient is 1 or
greater than 1. 2/1/18
(Evidence as seen on my
portfolio)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student 9/27/17 that support student needs to ensure student short-term instructional
learning learning. 8/13/18 learning. plans that ensure high
levels of learning.
I tend to incorporate
more technology during
review sessions at the
end of the units because
students can find the
resources helpful and
because it eliminates
boring and repetitive
activities. One such tool I
have used to review was
Plickers. Plickers allows
teachers to collect
assessment data without
the need for student
electronic devices. All
students can participate
and engage in learning
regardless of their ability
to afford a smartphone or
tablet. It also helps plan
instruction that
incorporates appropriate
strategies that meet the
learning needs of all
students. 11/26/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
9/27/17 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 9/30/17 learning. 11/26/18 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.