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 Uses data from multiple Uses comprehensive through data provided by learn about individual of formal and informal measures to make knowledge of students to the school and/or students. sources to learn about adjustments to make ongoing assessments. students and guide instruction and meet adjustments and selection of instructional individual identified accommodations in strategies to meet diverse learning needs. 2-15-18 instruction. 5-1-19 Using knowledge of learning needs. 9-4-17 students to engage them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by instructional strategies lessons that include some of adjustments in strategies and choosing from a wide focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to whole. assessments. needs.12-12-18 that ensure equitable further their learning that access to the curriculum. are responsive to their 12-12-18 learning needs. 5-1-19 I accessed student files in I continue to adjust cum folders and through student assessments as Sycamore to review needed. I have modified academic and personal evaluations and project history of my students goals for students that I prior to the start of see struggle, such as school. Also, our school’s outcomes in regards to Learning Support writing or vocabulary Department provides lessons. 5-1-19 teachers with Individualized Learning Plans or IEPs for various students. Lastly, I have Evidence discussions with the school counselor in regards to students when needed. 9-4-17 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. experiences, and interest backgrounds, life prior knowledge, life Connecting learning to support student experiences, and interests experiences, and interests to students’ prior learning. 9-25-17 to connect to student 5-1-19 knowledge, learning. 12-12-18 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. backgrounds, life and interests within and experiences, and across learning activities interests.12-12-18 5-1-19. I try to incorporate I use a variety of formal I plan lessons that I utilize teachable lessons that connect to and informal assessments connect to grade level moments connected to the interests and to get to know my curriculum in multiple student backgrounds and backgrounds of my students to ensure I make subjects. One example is current holidays and students. At the beginning personal connections. For as we study Ancient events. One example was of the year, students fill example, students take a Greece, we read myth in exploring Lunar New Year out various inventories Reading Inventory at the Literature, compare gods and having several sharing about themselves, beginning of the year to from Greece and Egypt, students share their academic preferences, share what type of reader design an Ancient Greek family traditions. 5-1-19 experiences, and goals. they are and what artifact, and present to Also, class discussions, interests they have. This the class. 5-1-19 parent questionnaires, has been helpful in Evidence conferences, and personal planning reading chats allow me to gather activities throughout the info on my students. year. 2-25-18 These avenues allow me to choose lessons, reading selections, projects, and strategies to help connect to the cultural learning styles and backgrounds of my students. 9-25-17 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. family and community. instruction to engage subject matter instruction Connecting subject 9-25-17 students in relating to 5-1-19 matter to subject matter.12-12-18 meaningful, real-life contexts Some students relate Students make use of Students actively engage Students routinely subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter provided in single lessons connections regularly to life connections to subject into their own thinking or sequence of lessons to develop understandings matter to extend their and make relevant support understanding of of subject matter. 2-15-18 understanding 5-1-19. applications of subject subject matter. matter during learning activities. Making real life Students relate topics connections is something learned in class to videos we that is utilized in my watch on Discovery classroom. In math with Education, explore interactive websites, or each chapter, I have my research on given websites. students find something One example was in the real world as discovering the Yukon evidence to connect to the Territory during the Alaskan lessons. Also, in Social Gold Rush connected to a Studies, we have a current Jack London short story we events’ discussions about read. Students watched a the areas we are learning . video about the Gold Rush, and then explored an online Evidence 9-25-17 simulation where they acted as prospectors in the Yukon. 5-1-19 Standard 1 CSTP: Engaging and Supporting All Students in Learning tasks, which aides in of digital tools, such as meeting the diverse BrainPop, Discovery Education, or Google needs of my students. Classroom. Also, I often Also, many lessons post several reviewed and projects involve websites connected to Evidence differentiation, current curriculum to allow for student including choice. exploration. 5-1-19 9-25-17 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 Promoting critical critically. 9-25-17 content.12-12-18 reflecting on multiple problems. thinking though perspectives. 5-1-19 inquiry, problem solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex and comprehension. designed to promote posed by the teacher and of their own to support questions and problems, comprehension and begin to pose and solve inquiries into content. reflect, and communicate critical thinking in single problems of their own 5-1-19 understandings based on lessons or a sequence of related to the content. in depth analysis of lessons. 12-12-18 content learning. I like to frontload Throughout a lesson, I students with will pose thinking questions for students thinking questions review content, make before a lesson. I will connections, or form write on front board opinions. This allows for and then hold a class me to assess their discussion to help knowledge and connections to content. students begin Also, students have the thinking about what opportunity to ask they will be learning questions and problem Evidence or interacting with. 9- solve based on the 25-17 questions posed. 5-1-19 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 provide student understanding. observation of student individual student needs assistance to students in engagement and regular for assistance, support, or mastering the concepts checks for understanding. challenge.12-12-18 flexibly and effectively. Monitoring student 9-25-17 5-1-19 learning and Students monitor their adjusting instruction Some students receive Students receive progress in learning and while teaching. individual assistance assistance individually or Students successfully Students are able to provide information to during instruction. in small groups during participate and stay articulate their level of teacher that informs instruction. engaged in learning understanding and use adjustments in activities.12-12-18 teacher guidance to meet instruction. their needs during instruction. 5-1-19 As I give a lesson or Based on objectives launch a new project, I given or review from monitor and observe how my students are receiving the class, students and processing the are able to share information. Using an content goals and enthusiastic and expected outcomes differentiated approach is for the lesson. 5-1-19 how I try to keep the students engaged. If students still appear to be disconnected, I then adjust the lesson or the Evidence work to better fit their needs for better understanding, such as breaking into groups or chunking work. 9-25-17
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms