Planning for Instruction

Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Introduction

Planning for instruction is one of the most important practices that drives my ability to effectively deliver content to my students. Through the usage of culturally relevant pedagogy for increased student engagement and content absorption I have worked to create a culture of learning that celebrates diversity while embracing science content. My instruction is aligned to the North Carolina Essential Standards to best prepare my students for their mandatory End of Grade (EOG) test in addition to building a portfolio of their end of unit summative assessments. My lessons work to increase student access, encourage accountability, incorporate cross curricular objectives, and build the mastery levels of my 8^th grade science scholars. Together with my PLC we use the backwards planning model as a guide to develop 21^st century critical thinkers that are motivated to succeed beyond our grade level.

In this section you will see how I use long term planning, unit planning, and lesson planning to develop an immersive learning experience for my students while demonstrating my knowledge of pedagogical practices and content knowledge. The examples provided range from IB unit plans to lesson presentations and PLC meeting agendas that are a collaborative exercise in effective planning. I work to support each of my students as they increase their content knowledge through rigorous learning objectives, and these planning strategies are the backbone of my work in the classroom.

Conclusion

Planning for instruction is one of the most important practices that drives my ability to effectively deliver content to my students. Through the usage of culturally relevant pedagogy for increased student engagement and content absorption I have worked to create a culture of learning that celebrates diversity while embracing science content. My instruction is aligned to the North Carolina Essential Standards to best prepare my students for their mandatory End of Grade (EOG) test in addition to building a portfolio of their end of unit summative assessments. My lessons work to increase student access, encourage accountability, incorporate cross curricular objectives, and build the mastery levels of my 8^th grade science scholars. Together with my PLC we use the backwards planning model as a guide to develop 21^st century critical thinkers that are motivated to succeed beyond our grade level.

It is important to me that my instruction is grounded in rigorous learning goals that push my students to demonstrate their knowledge in my content area. As I plan I am incorporating opportunities for cross-curricular integration by working with teachers on my grade level to ensure that lessons with any connections are delivered along the same basic timeline. As I continue to grow in my planning competency, I am conscious of my students abilities and ever changing academic needs. While planning for instruction is a multi-step process, my alignment to NC Essential Standards, commitment to delivering an individualized academic experience to my students, and pedagogical capabilities ensure my students are receiving the best instructional direction with each lesson.