This lesson is one that was developed a few weeks into student teaching. This was the first full unit I taught as a student teacher. I believe that at this moment I was fully confident in writing a lesson for my students but was fully aware on how I wanted to take the assessment data. Finding Illinois standards that met criteria for the students seems to be troublesome. The students I work with are part of the Special Education program and are in high school. Trying to find a goal that works and is challenging its the toughest part of writing a plan.

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.

This artifact is a representation of standard 3 because it focuses on student development. This is a lesson that was planned after assessing students' knowledge on subtraction. This is the second lesson of subtraction and based on the prior lesson I identified the need for a second lesson. This lesson is different than the first to try multiple methods to teach the same lesson. Some students need extra practice in borrowing while others needed to be challenged more.

This lesson way important because it was clear that I needed to start focusing on this skill with some students more than others. Differentiation was the new skilled that I practiced with this lesson. I learned that in special education you can't continue with new lessons everyday. Time and patience for new skills to be acquired is necessary for students in special education.

This is a lesson on word problems. This is the third lesson in a series of lessons to prepare students for a final assessment. The need for the three lessons were important to teach them the key components to solve word problems. This lesson was used to differentiate the skills for different groups of students. I was also able to work with students individually because some needed more support than others.

3D) understands when and how to adjust plans based on outcome data, as well as student needs, goals, and responses.

This lesson demonstrates 3D of the Illinios standard because on the work put in to write a lesson based of the student's prior knowledge of word problems. This lesson vastly differed for the three classes that I teach. Students in group one and two were working with word problems that involved addition and subtraction, while the students in group three were working on multiplication and division. This is a clear indicator that students need different skills and goals to be successful in education.

This lesson was important for me because it focused on working with students individually. I struggled early on in my student teaching because I wasn't quite sure how to challenge the students that needed a tough lesson and how to support the students that need extra help.