Unit 3: Learning Environments (InTASC Standard 3)

Project Description

Overview

Understanding individual differences and diverse cultures and communities helps teachers develop inclusive learning environments that support each student in meeting high standards. Teachers should bring the cultures of their students into the classroom so that students see themselves and their families in the curriculum. In addition, curriculum and instruction can build on students’ cultural and lived experiences to create meaningful and authentic learning experiences to help them learn. In this activity, you will submit a video to demonstrate Standards 1, 2, and 3 that evaluate your interactions with students. Your reflection should discuss the strategies you used to meet the elements of the rubric criteria and discuss how you will meet criteria in future lessons that are not present in this video.

Note: Candidates seeking certification in Social Studies, Physical Education, Literacy, or Health, please see the reminder at the bottom for the Methods requirements due with this assignment. 

Performance outcomes

• Candidates record their teaching as a means of examining and reflecting upon their practice.

• Candidates understand individual differences and diverse cultures and communities.

• Candidates create inclusive learning environments in their classrooms.

What will you do?

1. Review Standards 1-3 in the Clinical Practice Rubric and Ways of Thinking about the Clinical Practice documents. Also, review the Tips and Strategies for Clinical Practice Lesson Submissions in the Activity Resources. 

2. Write a detailed lesson plan for the lesson you plan to record using the Moreland Lesson Plan Template for your certification area. Your lesson plan should clearly identify how you are using previous data to drive instruction through differentiation and next steps. Your lesson plan should clearly indicate where Standards 1, 2, and 3 on the Learner and Learning, i.e., Learner Development, Learning Differences, and Learning Environments are addressed.

3. Video record an entire lesson based on the lesson plan. Make sure the audio and video are both clear and understandable. The video should demonstrate that you understand all elements in the first three standards.

4. Edit your video to the 15-20 minutes that best relate to Standards 1, 2, and 3. Include the beginning of the lesson.

5. Annotate the video (or write in a separate document with timestamps recorded) where elements of Standards 1, 2, and 3 are addressed.

6. Write or record a reflection on your lesson (approx. 500 words or 3-5 minutes) detailing what you learned about your teaching practice by watching your video. Reflect on how each element of the lesson went and what you would do to change the lesson if you were to teach the lesson again. If you feel you would need to reteach the concept, please mention that and tell what strategies you would use to reteach. Your reflection should be a deeper analysis of each aspect of the lesson instead of a simple recap of what happened. Include both what you did well and what needs improvement. If your video does not demonstrate how you met each element of Standards 1-3, discuss how you are meeting those elements as part of your reflection. 

   • Note: If your instructor feels you need to demonstrate growth based on feedback, they may request that you resubmit videos 

7. Make a video or audio recording of your debriefing session with your mentor. While audio is allowed, video is preferred.

8. Save your videos in the Moreland Video library by clicking on the "upload video" button on the Submission page. Label each video appropriately to help your instructor find the relevant videos.

Report requirements

• Edited and annotated video of your teaching based on Standard 1-3 on the Learner and Learning

• Lesson plan using the Moreland Lesson Plan Template for your certification area

• Comprehensive reflection about how you demonstrated in the video that you met Standards 1, 2 and 3.  

• Video or audio of debriefing with your mentor 

Notes

Your instructor will indicate whether all 4 sections of your assignment (i.e., lesson plan, video of lesson, video of debriefing with mentor, and reflection) have been submitted. The activity will be marked incomplete if all 4 sections have not been submitted.

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, in this video you will demonstrate your own competencies in the target language.While planning, teaching, and reflecting on this Clinical lesson, address the following:

• Read and understand your Methods rubric.

• Identify your strengths and areas of growth when it comes to classroom management, lesson sequencing, differentiation, assessment, and lesson implementation. 

• Reflect on your students' performance and engagement.  

• Identify 2 specific ways you will adjust any component of your planning and instruction this week to better meet the needs of your students and support their behavior, social-emotional competencies, and language and content-area learning.

• Note the time stamps in your video where you demonstrate the following: 

• Your use of various levels of complexity in the target language to provide comprehensible input for students at low, middle, and advanced language levels  

• Helping students self-correct by drawing their attention to errors verbally or non-verbally, recasting, and/or highlighting key vocabulary or syntax.

• Share your lesson plan with your Methods instructor.

Project Description

Overview 

Collecting and analyzing student data is a cornerstone of effective teaching, enabling educators to tailor their instruction to meet the diverse needs of their students. As you begin your Clinical Practice, you will embark on a journey of data-driven instruction, beginning with a baseline assessment to gauge students' initial abilities and proficiency levels. This foundational step is crucial for designing targeted instructional strategies that aim to enhance student achievement. Throughout the 12-week period, you will systematically collect and reflect on data at various points to track and demonstrate student learning and growth.

The validity of your assessments is paramount to ensure that the data collected accurately reflects student performance and learning outcomes. By analyzing this data, you will be equipped to make informed instructional decisions that address the specific needs of your students. This process not only highlights areas of strength and areas needing improvement but also fosters a responsive teaching approach that adapts to the evolving needs of your student. Through these activities, you will develop a comprehensive understanding of how to effectively use data to drive instruction, ultimately leading to improved student outcomes and a more personalized learning experience.

In this series of activities, you will collect diagnostic, mid-point, and final formative assessment data in three areas, according to the requirements of your Methods course. 

Performance outcomes

• Candidates will prepare and implement formative assessments aligned with unit or semester-long learning objectives.

• Candidates will collect and report student learning and achievement data as a diagnostic assessment. 

• Candidates will reflect upon the data to plan for data driven instruction in future lessons.

What will you do?

1. Download a copy of the Clinical Data Collection Template 1 and a copy of the Student Achievement Data Spreadsheet.

2. On the Clinical Data Collection Template, follow the instructions for establishing goals for your students according to the requirements of your content-area Methods course (follow the link within the document). You will assess your students three times - a diagnostic or baseline assessment in M8U2, a mid-point assessment in M8U6, and a final assessment in M8U9.

3. Fill in Step 3 of the Template, providing links to, photos of, or descriptive examples of the three formative assessments you will perform.

4. Administer your assessments to your class and record the data on the Google Sheet. 

5. Return to the Clinical Data Collection Template and complete Step 4, providing an example of assessment data from three students - one meeting the standard/expectations, one who is approaching the standard/expectations, and one who is still developing. You may use examples from your Area 1 or Area 2 assessments.

6. Describe how you will use the data collected to drive instruction in upcoming lessons.

7. Respond to the reflection prompts on the template, being mindful of any additional requirements your Methods course may stipulate. 

8. On the platform, enter the assessment data for each area. In the submission box, add a link to your Google Sheet and to your Clinical Data Collection Template, with Steps 1-5 completed (student performance goals, links to or photos of your assessments, examples of student work, and reflection).

Remember:

• The purpose of this activity is to formatively track student learning and progress toward meeting three instructional goals. You will track your student achievement data against the goals you and your mentor set for the students.

• These are formative assessments and should be simple, easy to implement, and provide you with valid and reliable data you can use to make instructional decisions.

• Use the data and your reflection to plan for data-driven instruction based on the areas of student learning gaps that you have identified through the data you have collected and analyzed. Consider how you will meet the needs of your struggling learners and/or challenge your excelling learners in your next lesson. When you prepare your next lesson plan, you will show evidence of data driven instruction through your differentiation, plans for grouping, and interventions in future lesson plans and teaching videos. 

Collaborative Problem Solving: Utilize the following rubric to record a 1, 2, 3, or 4 for each student:

• Insufficient (1 point): Student does not collaborate with peers or demonstrate problem solving skills. 

• Basic (2 points): Student minimally collaborates with peers or demonstrates minimal problem-solving skills.

• Proficient (3 points): Student collaborates effectively with peers and engages in active problem solving. 

• Outstanding (4 points): Student actively seeks opportunities to collaborate with a variety of peers to find effective solutions to problems. 

Candidate Assignment(s):

• Clinical Data Collection Template 1 with Steps 1-5 completed

• Google Sheet with student data recorded in all three areas of assessment

• Student achievement data for Area 1, Area 2, and Area 3 entered on the platform.

Notes

You will be collecting data on the same three areas throughout Clinical Practice. Using this data to drive your instruction will enable your teaching to be more focused on student learning and will maximize the potential for each student to show growth and proficiency.

Refer to your Methods rubric found M8U9 to see how you will be evaluated on your completion of these three data collection activities and the final presentation on assessment and data driven instruction.

Content specific methods requirements

Method Subject: English as a Second Language

As per your certification area, while completing your template for this activity, ensure you address the following in the reflection:  

• Explain your process for choosing the goals you set for your students, using diagnostic data and other information to justify your choices.  

• Describe and illustrate measures you took to scaffold the English language and content assessments you performed for this activity.