Artifact 12

This artifact comes from a moment in my clinical instructors classroom when my CI and I annotated lesson plans to target and engage the lower level performing students.

During our collaborative lesson planning session, my clinical instructor and I recognized the importance of differentiating instruction to meet the diverse needs of all students, including those performing at lower levels. As we annotated the lesson plan, we intentionally integrated lower-level questions and tasks to ensure accessibility and engagement for these students. We strategically designed questions that targeted foundational concepts and skills, allowing students with varying levels of proficiency to participate actively and experience success during the lesson. By incorporating these lower-level questions into the lesson plan, we aimed to create an inclusive learning environment where every student felt supported and challenged at their individual level of ability. This experience emphasized our commitment to providing equitable opportunities for all students to participate and achieve academic success.

This experience of annotating a lesson plan to include lower-level questions for students performing at lower levels will significantly contribute to shaping me as a future teacher in several ways. Firstly, it underscores the importance of differentiation in instruction, highlighting the need to cater to the diverse learning needs of all students within the classroom. By intentionally incorporating lower-level questions, I am developing the skills to adapt my teaching strategies to meet the individual needs of students, fostering an inclusive and supportive learning environment. Additionally, this experience enhances my ability to assess student readiness and comprehension, allowing me to scaffold instruction effectively and provide appropriate levels of challenge for all learners. Moreover, by prioritizing the engagement and success of students at lower performance levels, I am cultivating empathy, patience, and a deep commitment to equity in education, essential qualities for a compassionate and effective educator. Overall, this experience serves as a foundational step in my journey toward becoming a teacher who is responsive, inclusive, and dedicated to fostering the academic growth and well-being of every student in my future classroom.

Standard 3: Curricular Content Knowledge 

Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.