Embedded Files
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Teachers set a purposeful direction for instruction and learning activities, intentionally planning and enacting challenging and relevant learning experiences that foster each student’s academic and social–emotional development.
Teachers set a purposeful direction for instruction and learning activities, intentionally planning and enacting challenging and relevant learning experiences that foster each student’s academic and social–emotional development.
Element 4A: Planning Instruction for Student Learning
Element 4A: Planning Instruction for Student Learning
4A: Teachers shape instructional plans that are informed by student goals, curriculum, evidence-based teaching strategies, materials, and resources attuned to the broad range of students’ identities, prior knowledge, areas for growth, and interests.
4A: Teachers shape instructional plans that are informed by student goals, curriculum, evidence-based teaching strategies, materials, and resources attuned to the broad range of students’ identities, prior knowledge, areas for growth, and interests.
Element 4A Example Indicators
Teachers
4A–1: Determine how they teach by considering what students need to learn in order to meet expectations and goals.
4A–2: Consult pre-K–12 standards, frameworks, curriculum guides, and professional sources to integrate effective instructional methods for students to learn subject matter and social–emotional competencies.
4A–3: Structure written plans to articulate how activities and resources—e.g., teacher activities, general student activities, special accommodations, materials, equipment—will be used to create targeted learning experiences to achieve student goals and learning outcomes.
4A–4: Collaborate with diverse groups of colleagues to identify and recognize barriers to equitable access to effective instruction and determine remedies—for individuals and student groups—to include in instructional plans.
4A–5: Review instructional plans after teaching, comparing intended and realized student experiences, instruction, and student learning outcomes, to determine areas of success as well as areas where revising and reteaching may be needed.
Element 4B: Designing and Developing Instruction for Student Learning
Element 4B: Designing and Developing Instruction for Student Learning
4B: Teachers use varied instructional practices to craft effective learning experiences focused on the students they serve and the curriculum they teach.
4B: Teachers use varied instructional practices to craft effective learning experiences focused on the students they serve and the curriculum they teach.
Element 4B Example Indicators
Teachers
4B–1: Consider subject-matter expectations, student identities and interests, student data, social–emotional development goals, curriculum plans, and resources to structure learning activities and to design instruction that enables individual students and student groups to progress.
4B–2: Vary the types of instructional and teaching strategies used, to maximize student engagement in learning, and present opportunities for students to practice different ways of learning.
4B–3: Sequence short-term and long-term instruction and support to reflect student learning goals, district and school priorities, subject-matter curricula, and social–emotional development.
4B–4: Cross-check the alignment of curriculum, instruction, assessment, and professional practice.
4B–5: Deliberately incorporate culturally and linguistically responsive and sustaining teaching and learning experiences into instruction that actively supports student agency.
Element 4C: Facilitating Instruction for Student Learning
Element 4C: Facilitating Instruction for Student Learning
4C: Teachers advance student learning by employing varied instructional strategies and supports that help build students’ knowledge and skills and that facilitate student engagement, well-being, and efficacy.
4C: Teachers advance student learning by employing varied instructional strategies and supports that help build students’ knowledge and skills and that facilitate student engagement, well-being, and efficacy.
Element 4C Example Indicators
Teachers
4C–1: Teach and reteach key concepts and skills so that each student has opportunities to engage meaningfully in learning and reach identified goals.
4C–2: Use curricular and instructional plans to initiate teaching, and adjust their practice to refocus instruction, based on students’ engagement, interests, strengths, and needs.
4C–3: Facilitate self-directed learning, teacher-student interactions, and collaborative group experiences that build students’ responsibility for their learning.
4C–4: Provide students with a variety of ways to demonstrate their learning.
4C–5: Conduct and support productive student learning experiences that are offered in-person or remotely.
Element 4D: Adapting Instruction for Student Learning
Element 4D: Adapting Instruction for Student Learning
4D: Teachers vary their instructional practices to differentiate the kinds of student learning activities and levels of support needed to address the breadth of students’ identified assets and needs.
4D: Teachers vary their instructional practices to differentiate the kinds of student learning activities and levels of support needed to address the breadth of students’ identified assets and needs.
Element 4D Example Indicators
Teachers
4D–1: Modify and scaffold instruction, based on evidence-based principles of learning and development.
4D–2: Group and regroup students in ways that promote academic and social–emotional development.
4D–3: Build flexible pathways, processes, and interventions for student engagement that are inclusive and that support student success.
4D–4: Determine what content, skills, instructional strategies, and learning experiences must be adjusted so that each learner progresses, paying particular attention to students with disabilities, students with Individualized Education Programs (IEPs), high-achieving students, and English learners.
4D–5: Differentiate and individualize learning experiences to engage and challenge learners who have mastered content.
Google Sites
Report abuse