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This document summarizes an educator's progress in engaging and supporting student learning according to the CSTP standard. The educator is currently at the "applying" level, where they use data from formal and informal assessments to learn about students and guide instructional strategies to meet diverse learning needs. Evidence provided includes differentiating instruction through small group centers, noting students who need extra help, and pulling those students aside for individualized learning. The educator is also connecting learning to students' prior knowledge, backgrounds, and interests by drawing on examples and building lessons related to familiar topics.
This document summarizes an educator's progress in engaging and supporting student learning according to the CSTP standard. The educator is currently at the "applying" level, where they use data from formal and informal assessments to learn about students and guide instructional strategies to meet diverse learning needs. Evidence provided includes differentiating instruction through small group centers, noting students who need extra help, and pulling those students aside for individualized learning. The educator is also connecting learning to students' prior knowledge, backgrounds, and interests by drawing on examples and building lessons related to familiar topics.
This document summarizes an educator's progress in engaging and supporting student learning according to the CSTP standard. The educator is currently at the "applying" level, where they use data from formal and informal assessments to learn about students and guide instructional strategies to meet diverse learning needs. Evidence provided includes differentiating instruction through small group centers, noting students who need extra help, and pulling those students aside for individualized learning. The educator is also connecting learning to students' prior knowledge, backgrounds, and interests by drawing on examples and building lessons related to familiar topics.
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. 9.20.18 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. instruction. Using knowledge of learning needs. 5.5.19 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. 9.20.18 that ensure equitable further their learning that access to the curriculum. are responsive to their learning needs. I gather information and Multiple days a week we I have begun creating lists data from their student do small group centers throughout the days records, if available. I also that provide lessons and noting down talk to their preschool differentiated group the students that need teacher if they went to the activities. Group activites more help in specific school to gain more of an are geared towards areas, rather than relying understanding of the different learning styles on my memory. I pull student and their such as games, art, them for one on one experience in the booklets, worksheets, and learning later on. 10.3.19 classroom. I also talk a multitude of other early on with the parents hands on activities. during Septemeber Centers are also geared conferences to hear out towards the different Evidence the parent insight on academic levels, such as their child and how they approaching level, on feel their child likes to level, and beyond. 9.20.18 learn, the topics that interest them, and results they see at home academically. Specific students whom need more one on one attention from me I pull aside to guide in closer instruction. 9.20.18 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.9.20.18 experiences, and interest backgrounds, life prior knowledge, life Connecting learning to support student experiences, and interests experiences, and interests. to students’ prior learning. to connect to student knowledge, learning.5.5.19 backgrounds, life Students can articulate experiences, and Some students connect Students participate in Students make Students are actively the relevance and impact interests learning activities to their single lessons or connections between engaged in curriculum, of lessons on their lives own lives. sequences of lessons curriculum, and their which relates their prior and society. related to their interests prior knowledge, knowledge, experiences, and experiences. backgrounds, life and interests within and experiences, and across learning activities. interests. 9.20.18 In lessons specifically Students always raise With our IB program we Science and Math I am their hand, shout out, or have been able to create able to draw out share with a friend the lessons that touch heavily connections to material connection or similar into student background that students may already experience they have had. and knowledge of how we know such as senses, Through buddy think- are all similar and weather, and plants. Then pair-share they are often different in many way. using those small bits able to share their They send me pictures of through discussion, connection to lessons. We what they do over the pictures, and videos, we do hands on experiments weekend and as I get to explain and develop the in the classroom that know them I am able to information they do know build upon familiar topics make references and Evidence and build upon it. 9.20.18 for them. 9.20.18 examples to their real ives. 10.3.19 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. 9.24.18 family and community. instruction to engage subject matter Connecting subject students in relating to instruction. matter to subject matter. meaningful, real-life contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter provided in single lessons develop understandings life connections to subject into their own thinking or sequence of lessons to of subject matter. 9.24.18 matter to extend their and make relevant support understanding of understanding. applications of subject subject matter. matter during learning activities. Reading literature to the Naturally many kinder With young ones, this students to teach them students make any type of connection is their important lessons inside connection they can in first tool when learning. I and outside of the the classroom. Stories very naturally have been classroom. Books on they identify with the able to adapt my teaching kindness, blurting, rules characters and where to their level of building on the playground, they have been, how they connections with their tattling, etc. Students are are acting etc. building interests. Even behaviorly able to connect with these their comprehension of a I have been able to books by seeing what the story. Students go outside connect learning consequences are of those and reconnect ideas they expectations to things actions and how it makes learned in a science or they love by a simple Evidence others feel. Relating math math lesson and share it phone call to their problems in a context that with you out on a favorite book or cartoon intrigues them, using playground. Ex. Weather, character sharing the their name, favorite toys, students notice it’s great news of someone. changing the words of a cooling down, leaves are 10.3.19 problem to engage them turning more brown, they in what they can connect connect with the seasons with. 9.24.18 and share that “it’s like Fall!” 5.5.19 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 strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet lessons or sequence of technologies during instruction designed to students’ diverse learning Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs. instructional diverse learning meet students’ diverse learning needs. strategies, resources, needs.9/25/18 learning needs. and technologies to meet students’ Some students participate Students participate in Students actively engage Students take diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies, technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and related to their interests their learning resources, and technologies that and experiences. needs.9/25/18 technologies to meet their successfully advance their individual students needs. learning. Within the classroom I Students engage in a When I notice my class is use a variety of different variety of learning struggling with a lesson, learning strategies such strategies. They have typically its math, I try to as small group centers, individualized small finish up the lesson as whole group lecture, and groups where they work best as possible, but note modeling. Language arts with classmates at their it for the next day that centers are leveled academic level. We role that strategy did not work according to their reading play different social for them. From there I and phonics. This allows studies situations in the find different unique ways me to create specific classroom. Daily we read to teach that same instruction to help our chorally as a group to objective but in a way that students. When I teach practice our decodable would spark interest and Evidence whole group lessons I try readers. Students also help them learn. to bring students up to have a writing journal Throughout the year we interact and lead in the that they are able to use have noticed our students discussion so I can see if at any time to encourage learn the best when we they have an their creativity and break from the book to understanding of what is writing in the classroom. create remedial lessons being taught. 5.5.19 for the objectives. 10.3.19
Element 1.5 Emerging Exploring Applying Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning 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. content.9/25/18 reflecting on multiple problems. thinking though perspectives. 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 understandings based on lessons or a sequence of related to the in depth analysis of lessons. content.9/25/18 content learning. In kindergarten we are Promote critical thinking In kindergarten working to build our daily in our class academically we often try critical thinking skills meetings. Students are in to promote critical each day. We use KWL charge of facilitating the thinking and problem charts to help them conversation between solving to see how they visually see these steps. I their peers. If they need naturally would try to pose questions with the extra assistance then solve a problem, and we lessons and asking them a teacher will step in to go on from there. A big what they already know, help coach them through focus we also work on is and what they want to the problem solving the problem solving skills know. Then we will do a process. 5.5.19 when it comes to social hands on experiment and behavior matters on where they get to the playground. We have investigate the topics and class meeting every day Evidence come up with their own after lunch where one conclusions. After then I student is in charge of complete discussions and leading the class through help them to put all of the problems they had out their observations on the playground and together. As a class we teaching them the steps also have the students they should take next pick a goal that they want time when in that to work on each week. situation. 10.3.19 With these brag tags they get assessed and earn a new tag if they accomplish their goals. 9/25/18 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 Monitoring student checks for challenge. flexibly and effectively. learning and understanding.9/25/18 adjusting instruction Students monitor their while teaching. Some students receive Students receive Students are able to progress in learning and individual assistance assistance individually or Students successfully articulate their level of provide information to during instruction. in small groups during participate and stay understanding and use teacher that informs instruction. engaged in learning teacher guidance to meet adjustments in activities.9/25/18 their needs during instruction. instruction. In the classroom we try to During a more difficult make all lessons as lesson when I notice there engaging and interactive is less participation I ask for all students. Math is the students to rate how the subject that we they feel about this mostly use as whole activity. Could they help group. During this teach a friend, they have it instruction I teach, then but want more practice, we practice it as a group, or I need help form the then I have students come teacher. This helps me up to demonstrate to gauge where they are at their classmates how to and if I need to keep Evidence do it. This allows me to working through the gage who is grasping the objective or change my concept and who needs direction with it. From more practice. there I write down the names of students that need extra help and at a later time in the week I pull them for one on one instruction and practice. 5.5.19/10.3.19
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms