Standard 3 - Planning for Differentiated Instruction – 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.
Standard Connections:
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;
3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory;
3C) understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction;
3F) understands how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school specialists, and community representatives to design learning experiences; and
3G) understands how research and data guide instructional planning, delivery, and adaptation.
3H) establishes high expectations for each student’s learning and behavior;
3I) creates short-term and long-term plans to achieve the expectations for student learning;
3J) uses data to plan for differentiated instruction to allow for variations in individual learning needs;
3M) develops plans based on student responses and provides for different pathways based on student needs;
3N) accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement; 3O) when planning instruction, addresses goals and objectives contained in plans developed under Section 504 of the Rehabilitation Act of 1973 (29 USC 794), individualized education programs (IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual family service plans (IFSP) (see 23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006);
3P) works with others to adapt and modify instruction to meet individual student needs; and
3Q) develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction.
Rationale:
In these lessons, I had the opportunity to work with small groups. The groups were leveled and assigned according to MAP scores. The students worked on content areas that they were struggling in. These small group lessons were designed for each student to master. Each student had the opportunity in the"Cut-Up Sentence Sort" to correctly arrange and write the sentences. The students had to use the proper punctuation and using capital letters where needed. This activity was assigned to the low-scoring students ( Bears and Bulls Group). In the activity "Sentence Shuffle" the students were to take the numbered words and arrange the words in a complete sentence. The students practiced this until mastery with minimal assistance.
The standards align with these activities because they help establish high expectations for each student’s learning and behavior. They also allowed us as the teachers to understand how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school specialists, and community representatives to design learning experiences and to understand how research and data guide instructional planning, delivery, and adaptation. Finally, it help all parties involved to develop or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction to better assist each student to help them reach mastery with the lessons.