Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple Uses comprehensive through data provided by learn about individual formal and informal measures to make knowledge of students to the school and/or students. sources to learn about adjustments to instruction make ongoing assessments. students and guide and meet individual adjustments and selection of instructional identified learning accommodations in strategies to meet diverse needs.5/6/18 instruction.10/26/18 learning needs.9/28/17 4/20/19 Using knowledge of students to engage Some students may Students engage in single Student engage in learning Students actively utilize a them in learning engage in learning using lessons or sequence of through the use of variety of instructional Students take ownership instructional strategies lessons that include some adjustments in instruction strategies and of their learning by focused on the class as a adjustments based on to meet their technologies in learning choosing from a wide whole. assessments.9/28/17 needs.5/6/18 that ensure equitable range of methods to access to the curriculum. further their learning that are responsive to their learning needs. I conducted the I asked three questions every I implemented the Our math department project-based activities to day in the end of the class on feedback from exit tickets uses group emails in guide and help students in my Google Form. 1. What to plan my future lessons. communicating to utilize have you learned today? 2. exploring their logic Also, I apply multisensory group processes to help What’s something positive thinking and critical about today’s lesson 3. What tools in my lesson colleagues work thinking. It was engaging do you want to know more on planning to best assist collaboratively to solve while working on those the next lesson. And I review students with all types of problems, make decisions, project-based activities their feedback daily to adjust learning styles. 5.6.18 manage conflict, and based on the feedback my future lessons to best promote meaningful (exit tickets) I collected address all students’ needs in change. 4/20/19 learning. 9/28/17 daily before the end of the class. 9/28/17 Based on the feedback and I use visual patterns to Evidence the reflections from the create learning students during the exit ticket opportunities that or mid-term/ final challenge students to use self-reflection paper, students a design process and were able to relate more to computational thinking to the content and understood innovate and solve the application with the hands-on project-based problems.10/26/18 learning activities we did in class. 5.6.18 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.2 Emerging Exploring Applying Integrating Innovating Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses backgrounds, life students’ prior understanding of and their communities to extensive information experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’ represented among backgrounds, life knowledge, cultural cultural backgrounds, students.10/26/18 experiences, and interest backgrounds, life prior knowledge, life Connecting learning to support student experiences, and interests experiences, and to students’ prior learning.9/28/17 5/6/18 to connect to student interests. knowledge, learning.4/20/19 backgrounds, life experiences, and Some students connect Students participate in Students make Students are actively Students can articulate interests learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives related to their interests prior knowledge, knowledge, experiences, and society. and experiences.9/28/17 backgrounds, life and interests within and experiences, and across learning activities. interests. 5/6/18 I use Google Calendar On the first day of the class, I As NBPTS Proposition 1 Appointment Center to always conducted an activity described: Teachers are create, adapt and in knowing each other. It committed to students and goes like this. Students need their learning, we have personalize learning to draw anything they want department meetings experiences that foster in reflecting what’s their regularly to discuss and independent learning and relationship between “Math better our teaching practices accommodate learner and I.” Later they need to in collaborating and differences and needs. share with each other and communicating with each 10/26/18 present their drawing with other, the most recent one explanations with others. As just happened in April 2019 a result, I gained knowledge TAS ABE/ASE Department in students’ background and Meeting (Math) 4/20/19 Evidence their prior relationship with During the debrief phase of math. 9/28/17 each lesson, usually it’s I collected students’ goals on toward the closure of the the first day and try to group lesson, I make connections to them accordingly. Also, I the current, past lessons and tried to bring up some the activities that we did in applicable information to class and try to add on the match with each student’s rationale to connect to the goal and try to make it concept’s prior knowledge relative to the lessons we and background information. learn in class. 5/6/18 5/6/18 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.3 Emerging Exploring Applying Integrating Innovating Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in during instruction as real-life connections to from subject matter to meaningful, real-life actively making identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant, lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life lessons to support specific to students’ and is responsive during contexts throughout understanding.10/26/18 family and community. instruction to engage subject matter Connecting subject 9/28/17 students in relating to instruction. matter to subject matter. 5/6/18 meaningful, real-life 4/20/19 contexts Some students relate Students make use of Students routinely subject matter to real-life. real-life connections Students utilize real-life Students actively engage integrate subject matter provided in single lessons connections regularly to in making and using into their own thinking or sequence of lessons to develop understandings real-life connections to and make relevant support understanding of of subject matter. subject matter to extend applications of subject subject matter. 9/28/17 their understanding. matter during learning 5/6/18 activities. I use Google Slides and The project-based I attended and learn from students’ presentations as activities including step 2014-2017 STEAM and collaborative tools to counting and pattern 2016-2019 CUE conference to facilitates the analysis of expand students' finding or even origami student learning data, authentic, real-world was designed as real-life collaborative interpretation learning experiences by related problems. Based of results, and application of engaging virtually with on what students’ work in findings to improve teaching experts, teams and a collaborated way, I saw and learning. 4/20/19 students, locally and students’ growth in The new activities such as globally. 10/26/18 applying their prior the visual pattern and tile problems are all knowledge in those project-based activities that activities. And because allow students work on a Evidence their relaxed stress level I series of content enriched observed during the tasks and be able to connect activities, I concluded that from solid concept to students started to enjoy abstract. As a result, working on the activities I students are actively engaged to the project-based put together. Finally, I activities and are exposed to debriefed the meaning of the connections to the the activities in the end. real-life applications and 9/28/17 prior knowledge. 5/6/18 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.4 Emerging Exploring Applying Integrating Innovating Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of an strategies, resources, and instructional strategies, strategies including integrates a broad range of extensive repertoire of technologies as provided resources, and culturally responsive strategies, resources, and strategies, resources, and technologies into instruction technologies to meet by school and/or district. technologies in single pedagogy, resources, and designed to meet students’ students’ diverse learning Using a variety of lessons or sequence of technologies during diverse learning needs. needs.5/6/184/20/19 instructional lessons to meet students’ ongoing instruction to 9/28/17 strategies, resources, diverse learning meet students’ diverse and technologies to needs.10/26/18 learning needs. meet students’ Students actively engage in Students take diverse learning Some students participate Students participate in instruction and make use of responsibilities for using a a variety of targeted wide range of strategies, needs in instructional strategies, Students participate in instruction using strategies, resources, and resources, and technologies using resources and single lessons or strategies, resources, and technologies to meet their that successfully advance technologies provided. sequence of lessons technologies matched to individual students needs. their learning.5/6/18 related to their interests their learning needs. 9/28/17 and experiences. I use Google Calendar I applied technology in I attended and learn from Appointment Center to my lessons. For example, I 2014-2017 STEAM and 2016-2019 CUE conference to create, adapt and embedded Kahoot and facilitates the analysis of student personalize learning Quizizz’s activities in my learning data, collaborative experiences that foster lessons in approaching to interpretation of results, and independent learning and multisensory learning application of findings to improve teaching and learning. accommodate learner styles that my students 4/20/19 differences and needs. possess. In addition, I use I combine and refine my 10/26/18 web based EdReady activities all the time, and I have application from NROC developed a sequence of activities that align with the association to best help content learning objectives each students progress in which would help students their own individual make perfect sense in its Evidence learning pathway. In the connections. meantime, I am the For example, I start the linear equation unit lessons with a facilitator and the hands-on visual pattern and guidance to assist all then use the Desmos polygraph students in the process of logic training game to help completing their EdReady students describe its logic in words, and then I go back to the assignments in reaching visual pattern and ask students for the goal I assigned in to continue creating a general the class. 9/28/17 “rule” and then graph on the grid paper. Finally, I bring students back to Desmos graphing calculator and ask students to experience and summarize the changes and the results of the linear equations. 5/6/18 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking require students to recall, posing/solving problems, developing questions, by designing structured interpret, and think and reflection on issues in posing problems and inquiries into complex critically. content.9/28/17 reflecting on multiple problems.4/20/19 Promoting critical 10/26/18 perspectives. 5/6/18 thinking through inquiry, problem Some students respond to Students respond to Students pose problems Students pose and answer solving, and questions regarding facts varied questions or tasks Students respond to and construct questions a wide-range of complex reflection and comprehension. designed to promote questions and problems of their own to support questions and problems, comprehension and posed by the teacher and inquiries into content. reflect, and communicate critical thinking in single begin to pose and solve 5/6/18 understandings based on lessons or a sequence of problems of their own in depth analysis of lessons. related to the content learning. content.9/28/17 I design module packets on Help students initiate I promoting professional Google Doc that align with questioning the problem learning for continuous content area standards and align with its digital tools and has always been my improvement by resources on NROC to maximize teaching goal and been in participating 2019 CCAE active, deep learning.10/26/18 my mind when I design to learn and Uses I was fortunate enough to have a my lessons and post my information about adult block schedule, which means that I have 3.5 hrs of problems in front of the learning to respond to the instructional time every class. classroom. Luckily diverse learning needs of As a result, I oftentimes conduct students start to question colleagues by identifying, project-based activities in and analyze the problems promoting, and hoping to train and develop by using critical thinking facilitating varied and students’ critical thinking and problem-solving skills. I skills they’ve trained differentiated Evidence throughout the series of professional learning. purposely gave students TIME to work on the problem project-based activities 4/20/19 collaboratively in wishing they training such as visual could pick up the knowledge from each other and start to pattern and promote their independent scenario-based problem thinking. Also, I ended each solving activities. 5/6/18 activity with the debrief that I wish the objectives students could take away from these activities. 9/28/17 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to following curriculum instruction and learning adjustments to instruction based on the extend learning guidelines. activities to support instruction based on ongoing monitoring of opportunities and student understanding. observation of student individual student needs provide assistance to 9/28/17 engagement and regular for assistance, support, or students in mastering the Monitoring student checks for understanding. challenge. 4/20/19 concepts flexibly and learning and 5/6/18 10/26/18 effectively. adjusting instruction while teaching. Some students receive Students are able to Students monitor their individual assistance Students receive Students successfully articulate their level of progress in learning and during instruction. assistance individually or participate and stay understanding and use provide information to in small groups during engaged in learning teacher guidance to meet teacher that informs instruction. 9/28/17 activities. 5/6/18 their needs during adjustments in instruction. instruction. I had the instruction I use Google Forms to design I Accessing and Using written on the and implement a variety of Research to Improve worksheets for most of data analysis platform that Practice and Student accommodate learner needs, the subject mattered Learning by being a part provide timely feedback to activities I did in my class. students and inform of 2018 CB21 @ And on the worksheet, instruction. 10/26/18 Sacramento to discuss there are the main ideas and assist Teaches and and key questions Based on students’ facial supports colleagues to students should answer. I reaction and the general collect, analyze, and usually group students body language when they communicate data from respond to my questions, I into groups and their classrooms to could now tell whether they encourage them to work are engaged or not. And improve Evidence together collaboratively. based on the instant teaching and learning. And I oftentimes walk feedback, I modify and 4/20/19 around the classroom to adjust the lesson plan on the monitor students’ flight as needed to promote progress and guide them best learning outcomes. Sometimes I would throw in to find the “answers” some random activities and independently if they competitions to intrigue asked me questions. students team spirit and 9/28/17 desire to go above and beyond. 5/6/18