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 individual backgrounds, and diverse learning needs comprehensive
of students’ academic development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical 11/2021 4/1/22
proficiency, cultural development to meet their
background, and individual needs. 7/18/21
individual
development to plan Is aware of impact of bias Becomes aware of Examines potential Planning addresses bias,
instruction. on learning. potential areas of bias and sources of bias and stereotyping, and Engages students in the
seeks to learn about stereotyping when assumptions about analysis of bias,
culturally responsive planning lessons. Uses cultures and members of stereotyping, and
pedagogy. culturally responsive cultures. 11/2021 assumptions. 4/1/22
pedagogy in planning.
7/18/21

Use online tools to Demonstrate a variety of Work with colleagues

separate textbook reading
into 3 levels for students at
different reading levels.
Give students hard copies
of assistive vocabulary
sheets and commonly used
transitions. Plan additional
time with in-need students
before assessments for
one-on-one or small group
review. 7/18/21
views of different parties
on the same historical
events or during the same
period in the same space.
For instance, the
opportunities and cost of
the American westward
expansion from the points
of view of Native
Americans, cowboys,
ranchers, farmers, railroad
workers, and railroad
owners. Address biases
and stereotypes. 11/2021
(faculties and admins) to
establish a technology
committee to discuss and
plan an effective policy on
technology that will best
help teachers to plan
differentiated instructions
based on their specific
learning needs,
maximizing students’
learning outcomes.
4/1/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to students
lesson to students based development with clear learning goals for
4.2 Establishing and on content standards and students in single lessons content that are accessible,
articulating goals for available curriculum. and sequence of lessons. challenging, and
student learning differentiated to address
students’ diverse learning
needs. 7/18/21
Learning objectives are
shown at the beginning of
each class on the slides. A
verbal description is also
included. A major
objective is usually broken
down into several smaller,
more manageable
sub-goals for students to
work on. Each goal is
closely aligned to the
standard. 7/18/21
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs. 11/2021
Send out School-drafted
One Week Learning Plans
at the beginning of each
week, accessible to both
students and parents, with
learning goals, standard,
class activity, homework,
and assessments clearly
demonstrated. 11/2021
Establishes and
articulates comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
learning goals. 4/1/22
For AP World History,
using regular unit
assessments, including
MCQs, SRQs, DBQs, and
LEQs, to assess students’
comprehension and AP
learning skills. A total of 9
unit assessments are used
throughout the semester.
Talk to students on a 1-1
basis to identify their
strengths and weaknesses
in these assessments, and
create short-term and
long term goals that will
be reflected on future
assessments. 4/1/22
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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. 7/18/21 short-term instructional
support student
plans that ensure high
learning
levels of learning. 11/21

Long-term and short-term Lessons are planned in

goals are constantly groups and sequential, in
refined based on data accordance with the unit
from all informal and standards and theme,
formal assessments and allowing students to
students’ feedback. Pace, comprehend the bigger
as well as difficulty, is picture and discover
adjusted but still ensures trends and patterns. For
the year-long curriculum example, Unit 3 in the U.S.
will be completed in a History is planned as a
timely manner. 7/18/21 unit, rather than per
chapter, lessons, an
overview of the American
foreign policies from
Washington’s time upto
WWII. Students may
easier compare and
contrast the incentives
and motivations of U.S.
foreign intervention
across different periods.
11/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. responsive pedagogy, assessed language and language and learning
4.4 Planning students’ diverse language, learning needs. Provides needs and styles to
instruction that and learning needs and appropriate support and advance learning for all.
incorporates styles. 7/18/21 challenges for students. 4/1/22
appropriate Is aware of student Seeks to learn about 11/21
strategies to meet the content, learning, and students’ diverse learning Uses assessments of Facilitates opportunities
learning needs of all language needs through and language needs students’ learning and Integrates results from a for students to reflect on
students data provided by the site beyond basic data. language needs to inform broad range of their learning and the
and district. planning differentiated assessments into planning impact of instructional
instruction. 7/18/21 to meet students’ diverse strategies to meet their
learning and language learning and language
needs. 11/21 needs. 4/1/22

Each lesson is built on the Separate students into 4

previous lesson; each
learning goal is connected
to another. Scaffolds are
provided throughout the
lesson. Informal checks
such as 3-2-1, pair & share,
and exit tickets are used.
7/18/21
groups: accelerated,
regular, emerging, and
special needs (IEP/504s).
For weekly news reading,
use Newsela and set 4
levels of reading difficulty
to assign to students in
these groups. 11/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. 7/18/21 Engages with students to
assessed learning learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals. 11/21

For major class activities, Collect data and students

visual and verbal
explanations are both
employed, additional
explanations are given
after pausing the class if a
few students ask the same
question. A hard copy of
step-by-step instructions
is also given to each group.
Quality over quantity, I
always take extra to make
sure one learning goal is
achieved before jumping
into the next one.
7/18/21
feedback throughout the
semester to figure out the
types of needs each
student requires to
perform well in
summative assessments.
Then, design a final
project using a choice
board, listing up to nine
different formats which
students can pick and
work on. This choice
board includes physical,
digital, visual, sounds,
performative, on-screen,
off-screen choices,
maximizing the possibility
that one would match
students’ optimal
preference. This was used
on the Geography class
final project. 11/21