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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.
Exit Slips which Lead into Stations:
I learned a valuable tool from my cooperating teacher during pre-student teaching in which I brought over to student teaching. After teaching a math mini lesson with opportunities for students to practice the concepts, I give a small exit slip. The results of each individual's exit slip will determine what center/station they will enter after the lesson. If they easily complete this slip and get all of the answers correct they are ready to move onto further concepts and enter into enrichment,; they will work on a harder worksheet that surpasses the initial work and challenges them. If they understand the concept but require more practice, which is typically the majority of students, they will practice with worksheets, Reflex, flashcards, etc. independently or in small groups. If the concepts are not understood or the student doesn't correctly fill in the sheet, they will work with the teacher at a table to reteach it. Something I learned most about this is to allow the students to grade themself as you announce answers and have them reflect on what station will best work for their understanding. This gives characteristics of ownership, independence, and self-understanding to the students as they work.
Performance Indicator 3J) states "...uses data to plan for differentiated instruction to allow for variations in individual learning needs..." Also, 3M) states "...develope plans based on student responses and provides for different pathways based on student needs..." I believe both of these indicators show that this method of teaching will help in differentiating and ensuring each student is getting what they need in the classroom.
Differentiation within Trinity Lesson Plans:
During my time at Trinity I had the opportunity to write out how I would differentiate in certain lessons/activities. This helped in getting me to consider certain students needs and how I can be accommodating each and every one of my students in every lesson.
To the right is one of the examples of how I planned ahead of time. I got to know my students in pre-student teaching, and had to plan based on what I knew about them and how I could support.
This connects to indicator 3A) which states "...understands the Illinois Learning Standards (23 III. 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..." Having the experience of getting to know students and connecting this lesson plan portion to what I know and how to support students is vital in differentiated instruction and teaching in general. I have created a portion similar to this with every Trinity lesson plan I've created whether the student is made up for educational purposes or a real student in school.
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