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.
Description:
Prior to school beginning, I contacted parents via phone or email. Then, once school began, I followed up by sending home an introduction and welcome letter that included a syllabus. The letter included my philosophy and expectations for everyone, teacher, student, and parent.
Connection:
Performance indicator 3H states, “The competent teacher establishes high expectations for each student’s learning and behavior.” In this letter, I establish that the goal is to prepare students for life beyond Coolidge Middle School. I acknowledge that at times learning will be difficult then provide reassurance that we will get through it together. Therefore, letting parents know what to expect in the advance can assist with relationship building and reduce behavioral concerns.
Learned:
I learned that when parents know what to expect in advance, they will work with the child to meet the goals. Also, they will let me know when a goal cannot be met and why. This will help with planning and making sure students get their needs met. It allows for flexibility.
Description:
This is a copy of the smartboard display that welcomes students daily to class. It includes the goals for the day; in the form of “I can…” statements, and the agenda. This provides directions on what is expected. Therefore, the students can focus on the days learning. Also, students can respond via journal entries explaining what they learned and any questions.
Connection:
Performance indicator 3I states, “The competent teacher creates short-term and long-term plans to achieve the expectations for student learning.” Students keep a journal of what they are learning and provide feedback with questions. The journal is used daily, however there is a section for mid-quarter, quarterly, and year-end reflections. This allows both, student and teacher, to monitor goals.
Learned:
I’ve learned that getting students in the habit of goal setting and monitoring can increase intrinsic motivation since student’s are taking an active role their learning. That is one of the ultimate goals of learning, being able to assess what you have learned and knowing how to ask questions.