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FEAP 1
FEAP 1
Quality of Instruction: Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
Quality of Instruction: Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
1a. Aligns instruction with state adopted standards taking into consideration varying aspects of rigor and complexity.
State-adopted standards set a baseline for educational expectations. By aligning their teaching to these standards, educators ensure that students meet or exceed the skills and knowledge required for future academic success. By writing clear learning objectives I can ensure that my lesson plans stay aligned with state-adopted standards and offer students meaningful learning experiences that meet the required academic expectations. Guiding and DOK Critical Thinking questions help students to master the standard.
State-adopted standards set a baseline for educational expectations. By aligning their teaching to these standards, educators ensure that students meet or exceed the skills and knowledge required for future academic success. By writing clear learning objectives I can ensure that my lesson plans stay aligned with state-adopted standards and offer students meaningful learning experiences that meet the required academic expectations. Guiding and DOK Critical Thinking questions help students to master the standard.
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
The weekly lesson plan demonstrates how I have carefully thought through the progression of content over the course of the week. Each lesson leads naturally to the next, helping students retain and apply new knowledge effectively. A weekly lesson plan can show that I am intentionally reinforcing different skills in a logical order, allowing students to practice and refine those skills in a way that makes sense and leads to deeper understanding.
The weekly lesson plan demonstrates how I have carefully thought through the progression of content over the course of the week. Each lesson leads naturally to the next, helping students retain and apply new knowledge effectively. A weekly lesson plan can show that I am intentionally reinforcing different skills in a logical order, allowing students to practice and refine those skills in a way that makes sense and leads to deeper understanding.
1c. Designs instruction for students to achieve mastery.
This lesson plan artifact demonstrates how I designed my instruction with the goal of helping every student reach mastery, by providing clear pathways for success. This is a differentiated lesson plan that demonstrates how I designed instruction tailored to students’ varying abilities, ensuring that all students had the opportunity to master the learning objectives. Scaffolding was included to provide students an opportunity to master the content in multiple ways.
This lesson plan artifact demonstrates how I designed my instruction with the goal of helping every student reach mastery, by providing clear pathways for success. This is a differentiated lesson plan that demonstrates how I designed instruction tailored to students’ varying abilities, ensuring that all students had the opportunity to master the learning objectives. Scaffolding was included to provide students an opportunity to master the content in multiple ways.
1d. Selects appropriate formative assessments to monitor learning.
An exit ticket is a quick formative assessment that provides valuable insight into how well my students are grasping the material. By using an exit ticket, I can demonstrate that I am actively monitoring learning. I was able to identify areas where students may be struggling. If many students answered incorrectly or left the question blank, it signals that I might have needed to revisit that topic in future lessons.
An exit ticket is a quick formative assessment that provides valuable insight into how well my students are grasping the material. By using an exit ticket, I can demonstrate that I am actively monitoring learning. I was able to identify areas where students may be struggling. If many students answered incorrectly or left the question blank, it signals that I might have needed to revisit that topic in future lessons.
1e. Use diagnostic student data to plan lessons.
The students were given an Examplar at the end of the unit. I used the results to plan future lessons. The Examplar broke down the results for each students and showed the standards that they struggled with. I was able to group students based on their performance for centers and focus on the content/standards that they specifically struggled with. By using diagnostic data, I could tailor instruction to meet diverse students needs, ensuring no one was left behind, while also challenging high achievers.
The students were given an Examplar at the end of the unit. I used the results to plan future lessons. The Examplar broke down the results for each students and showed the standards that they struggled with. I was able to group students based on their performance for centers and focus on the content/standards that they specifically struggled with. By using diagnostic data, I could tailor instruction to meet diverse students needs, ensuring no one was left behind, while also challenging high achievers.
1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
A well-designed lesson plan with outlined procedures demonstrates how I have structured the lesson to incorporate activities, assignments, and tasks that require students to use multiple skills or competencies. This includes critical thinking, problem-solving, collaboration, communication, or technical skills, depending on the content area. By showing the procedures, I provided evidence that I have designed learning experiences where students are expected to actively demonstrate and apply different skills.
A well-designed lesson plan with outlined procedures demonstrates how I have structured the lesson to incorporate activities, assignments, and tasks that require students to use multiple skills or competencies. This includes critical thinking, problem-solving, collaboration, communication, or technical skills, depending on the content area. By showing the procedures, I provided evidence that I have designed learning experiences where students are expected to actively demonstrate and apply different skills.
1g. Provides classroom instruction to students in prekindergarten through grade 12 that is age and developmentally appropriate and aligned to the state academic standards as outlines in Rule 6A-1.09401, F.A.C., and is consistent with s. 1001.42(8)(c)3.,F.S.
A detailed lesson plan clearly references specific state academic standards (such as Florida’s B.E.S.T. Standards) demonstrates that my teaching is both age-appropriate and aligned with state guidelines. The lesson plan shows how I incorporate developmentally appropriate teaching strategies, materials, and objectives for my specific grade level.
The artifact shows that my lessons are crafted with attention to developmental stages, focusing on what is appropriate for the students’ age and developmental level, while ensuring that those lessons are tied to the state’s academic standards.
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