Standard 3: Planning For Differentiated Instruction

Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

UBD Unit Plan

Rationale:

UBD Unit Plan- In the Spring of 2019, I created a Social Studies ten day unit plan using the Understanding by Design method. My unit plan is centered around the topic of the Women's History Month and the trade book She Persisted by Chelsea Clinton. The unit plan contains a calendar, learning activities, formative and summative assessments, and a unit test. My big ideas and understandings for students are centered around the themes: persistence and equality.

Standard Connection:

The below standards are the one I feel I best represented with my artifacts at the bottom of this page:

3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction;

3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory;

3C) understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction;

3E) understands the appropriate role of technology, including assistive technology, to address student needs, as well as how to incorporate contemporary tools and resources to maximize student learning;

3G) understands how research and data guide instructional planning, delivery, and adaptation;

3I) creates short-term and long-term plans to achieve the expectations for student learning;

3K) incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences;

3L) creates approaches to learning that are interdisciplinary and that integrate multiple content areas;

3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction.

Self-Evaluation:

The importance of this artifact is to further my understanding in creating and designing lessons and unit plans, but most importantly to show evidence of the Illinois Professional Teaching Standards. I have indicated that I am able to create short-term and long-term plans to achieve student learning. I have also created high expectations for student's learning and expectations (3H).

I learned a lot from this unit plan. I learned how to create multiple activities based on a trade book, all through using a new method. This new method, Understanding by Design will be brought with me throughout my teaching career. I look forward to using it in my future classroom!

UBD put to use in Student Teaching

Social Studies Lesson- Women's Suffrage

Here are some pictures of my UBD Unit Plan being used. Below are students filming their Women's Suffrage Projects on Flipgrid!