Differentiation has been the center of attention for my instructional planning and delivery. The primary focus has been to differentiate the content, process, and products within each unit plan. Using UbD as a planning model has helped facilitate designing learning for a more individualized student experience. As seen in the evidence below, many students have the flexibility to choose their content topics and the ways in which they display their knowledge. The process of learning has been differentiated by including a variety of instructional strategies and technological tools within each unit/lesson. Students in the classroom enjoy one-on-one attention from the teacher to refine their writing skills and to analyze historical evidence.
Google My Maps
Historical Argumentative Essays
Modern World History Final Projects: Thinking Like a Historian
Curriculum and Unit Design
Unit Design: The course content of 9th Socials, Modern World History, AP Comparative Government and Politics, and U.S. History have been designed using the UbD framework. Atlas Rubicon is the foundation for creating desired results, assessment evidence, learning plans, and teacher reflections.
C3 Framework: Due to the recent adoption of the C3 Framework, all units are in accordance with the standards for instruction in civics, economics, geography, and history. The primary focus for ASFM high school history teachers is to consistently focus on reoccurring standards within each unit. As a member of the CAT (Curriculum in Action Team), I have taken a lead role in our course designs to build rubrics and intentionally implement the C3 Framework.
Social and Emotional Learning
One of the primary strengths of my classroom is the consistent attention to social and emotional learning. As seen in the feedback, students feel an innate sense of wellbeing in my classroom. Inclusion and the acknowledgment of diversity are resoundingly present in the student surveys.