Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by to learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing adjustments
assessments. students and guide and meet individual and accommodations in
selection of instructional identi ied learning needs. instruction.
strategies to meet diverse
Using knowledge of
learning needs.
students to engage
Students actively utilize a Students take ownership of
them in learning
Some students may Students engage in Student engage in learning variety of instructional their learning by choosing
engage in learning using single lessons or through the use of strategies and from a wide range of
instructional strategies sequence of lessons that adjustments in instruction technologies in learning methods to further their
focused on the class as a include some to meet their needs. that ensure equitable learning that are
whole. adjustments based on access to the curriculum. responsive to their
assessments. learning needs.
f
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use the data provided by
the school (mostly
through Aeries) to see
who will be in my classes.
Besides I check what
other classes these
students are taking and
what their current grades
are.
Evidence
f
I do a getting to know you
sheet at the beginning of
each school-year to see
what the students
situation is in terms of
what activities/sports
they do, what hobbies
they have, what their
hopes/fears for the school
year is. Besides I ask them
what made them chose
German as a subject.
SEP/15/22
I use data from my own Updated: OCT 2023
assignments/formative Students now regularly use
and summative/ from my technologies for test-
‚getting-to-know-sheet‘/ preparation. technology is
from Aeries as well as available to all students
from other teachers to and students can study at
adjust my instructions if their current level of
necessary. knowledge. Students
themselves are responsible
for uploading the material
03/04/2024 onto the platform (I check
I have integrated a wider for errors before the
variety of technologies upload). Students can now
into my teaching to add visuals to either the
support student online vocab list OR to
understading -mostly for their written vocab list
cultural topics where I am (which is still mandatory to
now using edpuzzle have). Furthermore,
regularly. students can access my
Artefact: Edpuzzle audio recordings to
Assignment on Carneval improve listening-skills.
celebration in Germany. EVIDENCE: handwritten
With this I can adapt and and online vocabulary lists
personally design a with visuals. Students ind
learning experience. their own effective learning
Connection to: ISTE 2.5a strategies and construct
knowledge through a
variety of resources.
ISTE 1.3
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Exploring Applying
Uses gathered information Uses school resources and
about students’ prior family contacts to expand
knowledge, cultural understanding of
backgrounds, life students’ prior
experiences, and interest knowledge, cultural
to support student backgrounds, life
learning. experiences, and interests
to connect to student
learning.
Students participate in
single lessons or Students make
sequences of lessons connections between
related to their interests curriculum, and their
and experiences. prior knowledge,
backgrounds, life
experiences, and interests.
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
I communicate students’ I try to be lexible if OCT 2023
backgrounds /prior students show interest in Students, especially of
knowledge and interests a certain topic (mostly a German 3 and AP, can
with other teachers. cultural topic/music etc.). make connections
Besides, i meet with Flexible means that I will between political and
parents and discuss their prepare something societal challenges and
child's’ interests. -Many speci ic about that topic. events by comparing
parents tell me their different views through
childs prior knowledge/ selected media-formats
interest in the language such as ‚Tagesschau‘ (a
(German/Germany/ German independent daily
German speaking news format with national
countries) without me and international news).
having to ask them. Evidence: 2 Evidences
(Global Issues question +
Updated: 03/21/24 Speci ic questions on
Now that I hve been Nov9th, a historic date for
teaching for a couple years Germany for three major
I have a better reasons).
understanding of my ISTE 1.3d (KNOWLEDGE
students prior knowledge. CONSTRUCTOR)
Evidence
The fact that I have
roughly the same students
in my classes over at least
three years means I know
what to expect and build
on. This way I can
genuinely remind
students of past content
and they can connect it
accordingly.
Artefact: Group Work
where students become
teachers and teach past
content to the class.
ISTE 1.3 -Students
construct knowledge and
change their role from
tech consumers to using it
as a tool for intellectual
pursuits. Connection to
ISTE 1.3
f
f
f
Standard 1 CSTP: Engaging and Supporting All Students in Learning
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identi ied to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support speci ic to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students make use of real- Students utilize real-life Students actively engage Students routinely
life connections provided connections regularly to in making and using real- integrate subject matter
in single lessons or develop understandings life connections to subject into their own thinking
sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.

This is inevitable in a OCT 2023 03/12/2024

language. -I try to Students directly compare
introduce and practice their everyday school life/
language always in leisure activities to
context. This means that I students abroad. Students
create or present a explore and analyze
meaningful real-life similarities and
situation in which the differences. I facilitate
language/words/speci ic instruction through
grammar is used. supportive visualization
and structural language
support/material.
Evidence
Evidence: Students
compare their school-day
with a school-day typical
for a German school.
f
f
f
Students make
connections to real life as
we apply language in
various real-life situations
such as ordering food at a
restaurant or engaging in
a group chat on their
phones. Students can for
example use their phones
and document that they
engaged in such a real-life
conversation in the target
language.
Artefact: Model shown to
students of possible real-
life chat
Connection to ISTE 1.2b
 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Re ines the lexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or sequence instruction using in instruction and make responsibilities for using a
needs
using resources and of lessons related to their strategies, resources, and use of a variety of wide range of strategies,
technologies provided. interests and experiences. technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
f
f
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Except for AP I use a
textbook and a Workbook.
Those already contain a
variety of instructional
strategies. (eg. listening,
videos, group work etc.)
Additionally I use
chromebooks for research
projects, recordings and
students recording their
voice. Furthermore I have
students create Quizlets
Evidence etc.)
Element 1.5 Emerging Exploring Applying
f
f
OCT 2023: 02/9/2024
I have added more This applies mostly to
strategies, resources and higher classes such as
technology to my German3 and AP:
instruction to make my Students read authentic
teacher accessible to a articles or literature in the
broader range of different target language ->
learner types. Students, depending on
Evidence: Edpuzzle for level of dif iculty get to
exploring German chose wether they use a
environments and for single word dictionary
understanding chunks of (general rule) OR a
language through visual translator such as
and auditory input seeing GoogleTranslator. I make
the environment of the sure students know the
target language. (link on bene its and
pdf evidence) disadvantages of such
ISTE: 2.7b technologies.
Artefact: Example of
students learning new
vocab by looking them up
when necessary but then
they have to categorize
them. In this example:
Technology vs. Economy
Integrating Innovating
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and re lection on issues in posing problems and inquiries into complex
Promoting critical critically. content. re lecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
re lection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. re lect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
f
f
f
f
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
This mostly comes up in I am now using literature
cultural comparison in class to teach culture,
questions when we talk history in context.
about cultural /everyday Students keep their own
practices that seem totally journals and re lect on
normal to students until chapters. Students use
we learn about how these various supportive
are practiced in other material to explore topics
countries. This way the in more depth.
students compare and
question their own
cultural practices. A
famous topic for this is
recycling in Germany
Evidence versus the US. Students
can re lect on their
behavior right after they
learned about it.

04/9/2024
This year I have had
students create their own
questions arising from
cultural comparisons.
Students then usually use
pro/con discussions to
answer their questions.

Element 1.6 Emerging Exploring Applying Integrating Innovating

f
f
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and provide
student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
Monitoring student checks for understanding. challenge. lexibly and effectively.
learning and
adjusting instruction Students monitor their
while teaching. Some students receive Students receive Students successfully Students are able to progress in learning and
individual assistance assistance individually or participate and stay articulate their level of provide information to
during instruction. in small groups during engaged in learning understanding and use teacher that informs
instruction. activities. teacher guidance to meet adjustments in
their needs during instruction.
instruction.

I adjust my lessons often 03/21/2024

as it is impossible to This semester I had to
predict how quickly adjust instruction content
students are going to and strategy-wise as this
grasp new content. years freshmen class has
Practice is extremely different learning needs
important when learning than the ones before.
a language and this is There have been basic
what I often have to add skills I had to revisit with
to my already planned them such as how to
lesson. Moving on without organize my homework/
the necessary practice is work-load and to clarify
Evidence creating a confusion and very basic language
eventually frustration for concepts.
many students.
f