3.Planning for Differentiated Instruction

During my course work in the General Methods class at TCC, I was presented with the unique opportunity of creating a unit plan that I would use once I became a teacher. The Illinois professional teaching standard 3 indicates that a competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The competent teacher also plans for ongoing student growth and achievement. With this standard in mind, this theme can be seen throughout the unit plan itself.

When creating the soccer unit plan, it was ideal to keep in mind the performance indicators of a competent teacher along the way. The soccer unit plan addresses the IPTS 3 performance indicator 3H which states that the competent teacher, “establishes high expectations for each student’s learning and behavior.” I am a high intensity person, so when it comes time for myself to have the gymnasium filled with students, through careful planning of units like this one, and my upbeat attitude students will understand the high expectations I set forth for their learning and behavior. In my unit plan, the students develop short term goals and start off with basic fundamentals that will build upon each other in order for them to reach the ultimate goal of mastering the skill and developing as an individual. This attribute complies with the IPTS performance indicator 3I which states that a competent teacher, “creates short-term and long-term plans to achieve the expectations for student learning.” By establishing goals of any kind, whether they are short term or long term, students can surpass these goals with the drive to find new ones to conquer. When working in a generation with diverse students in every classroom, it is important to be able to meet the needs of all students. My soccer unit plan coincides with the IPTS performance indicator 3P which indicates a competent teacher, “works with others to adapt and modify instruction to meet individual student needs.” Having the opportunity to teacher in a diverse setting is twofold. I have the pleasure of working with students who come from many opposing backgrounds who have the chance to learn from me as well as I, the educator have the opportunity to learn from the students in order to create plans that will entice their learning experience.

During the process of formulating this unit plan, many personal discoveries unfolded. I became more aware of the expectations that need to be met within an effective unit plan and that it is important for every aspect of the unit plan to align to learning standards and objectives. This is important to my development as a teacher as it allows me to have a solid foundation for the students to learn and grow from. In connection to my future classroom, this artifact will allow me to demonstrate effective planning skills that allow me to design instruction based on content area knowledge, diverse student characteristics, and curriculum goals that students will benefit from.

During my coursework for Physical Education at Eastern Oregon University in 2018, I developed an PowerPoint that serves as an effective artifact for the IPTS 3, planning for differentiated instruction. This PowerPoint is an e-book that takes the reader on an adventure to explore information on young athletes who have less access to appropriate resources and mean, and who struggle to achieve success physically due to financial reasons. Inside the artifact, you can find research on low-income backgrounds, how young athletes are affected, and a basic plan young athletes can follow that is supported by research to formulate and incorporate into a workout plan.

It is important to note that this artifact provides meaningful research that bridges young student-athletes to access the same exercise plans that more fortunate individuals have access to. In compliance with IPTS performance indicator 3K that states a competent teacher, " incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences." In this artifact, I take subjective experiences of students by an objective approach to facilitate and provide instructional practices that can relate to a student's current life experiences and could have an impact on their future experiences. Providing a plan for the student future gives them excitement toward planning for self care.

I learned from this assignment that accurate research is an effective tool and also that there are many inadequacies among those who are competing for the same means athletically. Many people out there because of their socio-economic status are at a disadvantage when they are in fact just as capable than those who have the financial means to do so. This learning is important to my development as a teacher as many communities and districts have a wide range of socio-economic statuses and this artifact has raised my level of understanding for these communities and allows me to remain patient and objective as I approach new situations. This artifact connects to my future classroom in that, as a coach and a instructor, I want to provide means and plans that are easily accessible to the students I teach who do not have the ability to find other support to boost their physical wants and needs.