Domain Three: Instructional Practice
Standards 6-8
As students endure school everyday during their academic careers, it is up to the teachers to present the material in a way that is engaging to them so that they can develop a higher motivation to focus on the material. Within standards six through eight, the focus is centered on how teachers should approach the instructional practice in the classroom. With standard six, it centers around how to assess the student within the classroom, regardless of what type of subject it is centered on. Assessment is about how teachers use various methods of assessment to engage students in their own growth, monitor their progress, and make decisions about teaching and learning. Further, it involves using both formative (to support learning) and summative (to verify learning) assessments to test a student’s understanding of the subject. Essentially, teachers should be designing assessments that match learning objectives, providing descriptive feedback to guide progress, and engage students in multiple ways of demonstrating knowledge. However, teachers should also be using assessment data to identify learning needs and differentiate learning experiences for students who have specific needs. Also, this standard emphasizes the importance of using technology in assessment practices and making appropriate accommodations for students with disabilities and language learning needs.
Within standard seven, planning for instruction is about how teachers plan instruction to help students meet rigorous learning goals. Mainly, it involves selecting and creating learning experiences that are appropriate and relevant, planning for individual student's learning goals and using appropriate strategies and accommodations. Further, teachers also take the time to develop appropriate sequencing of learning experiences and collaborating with other professionals to meet unique learning needs of certain needs. Standard seven also emphasizes the importance of aligning instruction and assessment with learning goals mainly by providing timely and effective feedback while also making accommodations for students with disabilities and language learning needs. While standard seven focuses on planning for instruction, standard eight focuses on instructional strategies for classroom learning. Instructional Strategies is about how teachers use a variety of instructional strategies to help students develop a deep understanding of content areas and build skills to apply knowledge in meaningful ways. It involves adapting instruction to the needs of individuals and groups, monitoring student learning and adjusting instruction accordingly to their skillsets. Collaborating with students to design relevant learning experiences is also key to this standard as providing multiple models and representations of concepts allow students to be more engaged in higher-order questioning and meta-cognitive processes. This standard also emphasizes the importance of using developmentally, culturally, and linguistically appropriate instructional strategies so students of all levels can engage with the lesson. Overall, by following all these standards, teachers can become effective listeners and communicators for the future generation.
Standard 6, Assessment:
In the 21st century, teachers must be adept at using various assessment methods to engage students in their own learning and monitor their progress effectively. This involves balancing formative and summative assessments, designing assessments that align with learning objectives, and minimizing bias. Teachers should use data to understand each student's progress, provide descriptive feedback, and engage students in self-assessment. Additionally, teachers should use technology to enhance assessment practices, prepare students for assessment formats, and accommodate diverse learning needs. Ultimately, teachers should be committed to actively involving students in assessment processes, aligning instruction and assessment with learning goals, and using assessment data ethically to promote student growth. In today's educational landscape, the role of a teacher extends beyond simply imparting knowledge; it involves actively engaging students in their learning journey through thoughtful and comprehensive assessment practices. This means utilizing a variety of assessment methods, including both formative assessments to inform instruction and summative assessments to measure overall learning outcomes. By balancing these approaches, teachers can better support, verify, and document student progress over time.
To showcase the understanding of this standard, I have included a project from my Secondary Assessments class that focuses primarily on the formative assessment. Mainly, the presentation focuses on the importance and necessity of the formative assessment for the twenty-first century classroom. For this project, I had researched the relevancy of the formative assessment and it’s difference's form the summative assessment. While both are important elements of the learning process, the project focused on how crucial formative assessment is for the everyday leaner. Throughout, the presentation the viewer gauges a strong understanding of the formative assessment purpose and power it can have on the classroom. Also, the viewer can brainstorm ideas for formative assessments by viewing the presented examples. Through the viewer reading this presentation, get an overview of how they can assess their students in the classroom. The presentation also discusses how the formative assessment is a powerful tool for boosting learning outcomes. Also, teachers and viewers alike can get an idea of how they accommodate for their students needs by viewing the PowerPoint. Moreover, teachers are expected to use assessment data to guide their planning and instruction. This involves analyzing test and performance data independently and collaboratively, allowing teachers to tailor their teaching strategies to meet the individual needs of each student. Effective feedback is also crucial in this process, as it not only guides student progress but also helps them understand and identify quality work, motivating them to strive for excellence. Furthermore, teachers must be committed to fostering a culture of assessment that actively involves students in the process. This includes helping students analyze their own assessment results and set goals for their learning. By empowering students to take ownership of their learning, teachers can create a more meaningful and impactful learning experience for all. Overall, the goal of this project was to help anyone gain a stronger understanding of how to diversify their assessment opportunities in the classroom.
Standard 7, Planning for Instruction:
For 21st-century learning, teachers must plan instruction that supports every student in meeting rigorous learning goals as presented based on their subject. By drawing upon a deep understanding of content areas, curriculum, cross-disciplinary skills, and pedagogy teachers are able to plan a lesson to the most effective level. Also, teachers should have a knowledge of learners and the community so they can structure their lessons around their physical needs. Mainly, this involves selecting and creating learning experiences that are relevant and appropriate to current topics. Teachers are planning how to achieve each student's learning goals by incorporating differentiated instruction and providing multiple ways for students to demonstrate knowledge and skill. Also, teachers collaborating with other professionals to meet unique learning needs is also crucial to apply the standard. For me, this means that teachers should continuously evaluate and adjust their plans based on assessment data, prior knowledge, and student interest to enhance learning. Also, essential knowledge includes understanding content and standards while integrating cross-disciplinary skills. Moreover, I feel that critical dispositions that teachers integrate into their lessons such as; respecting diverse strengths and needs, taking professional responsibility for student learning, and being open to adjusting plans based on learner needs shows the teacher is flexible and open to varying their lesson plans. Teachers are expected to select and create learning experiences that are not only aligned with curriculum goals and standards but also relevant and engaging for their students. This involves differentiating instruction to meet the needs of individual students and groups, and planning for a variety of ways for students to demonstrate their understanding. Collaborating with other professionals, such as special educators and language specialists, is also essential to design and deliver inclusive learning experiences. Further, teachers are encouraged to continually evaluate and adjust their plans based on assessment data, student responses, and changing circumstances, ensuring that they remain responsive to the needs of their students and committed to their ongoing learning.
Within my graduate studies, we focused on the Universal Design for Learning Process (UDL) and it’s instrumental power it can have on the classroom, along with that we also learned how we can incorporate it into our planning process. UDL is a framework that guides the design of instructional goals, assessments, methods, and materials that can be accessible and effective for all learners. UDL is also a system that can be applied with students who have diverse learning needs for the classroom, such as 504 or IEP students. Further, the infographic below showcases why UDL is essential for any teacher to incorporate during their planning period so that students are better set up for success for the lesson. UDL is relevant for instructional strategies as it encourages educators to design flexible and inclusive learning experiences that can be customized to meet the needs of individual learners, ensuring that all students have equal opportunities to succeed. For me, these experiences can be tailored to meet the unique needs of each learner by applying the UDL method for the classroom. By embracing UDL principles, educators can foster a more inclusive and supportive learning environment where every student can thrive. The UDL infographic showcases standard seven effectively because it displays a method that teachers could implement into their planning process, therefore allowing them to become a more effective teacher. Teachers are tasked with designing and implementing learning experiences that not only align with curriculum goals and standards but also resonate with students' interests and backgrounds. This necessitates a thoughtful approach to differentiate instruction, selecting strategies, accommodations, resources, and materials that cater to diverse learning needs and preferences. The UDL approach to planning not only supports student growth but also fosters a culture of continuous improvement in teaching practice. Moreover, teachers should value planning as a collaborative endeavor, seeking input from students, colleagues, families, and the broader community. This inclusive approach not only enriches the planning process but also ensures that instructional strategies are culturally responsive and relevant to the diverse backgrounds and experiences of students.
Standard 8, Instructional Strategies:
As teachers tasks students with different lessons and tasks, it’s important that they use various strategies to keep students engaged with classroom material. For me, this means that teachers are employing a variety of instructional strategies to help students not just understand content but also to make connections between different areas of knowledge and apply their learning in meaningful ways. Also, it’s about helping students understand their potential and what hold for them inn the future. Teachers are adapting their instruction to meet the diverse needs of individual students and groups while continuously monitoring learning progress, and adjusting instruction accordingly. Also, teachers are collaborating with students to design relevant learning experiences, identify strengths, and access resources to develop areas of interest. This process includes providing multiple models and representations of concepts, engaging students in higher-order thinking and meta-cognitive processes. The strategies that teachers include in their lessons allows students to engage different parts of their brain while showcasing their understanding in multiple ways. With students having an array of needs that have to be met in the classroom, it’s important that teachers review various options for assessment and direct teaching moments. In the 21st century, this standard is especially significant as it emphasizes the need for teachers to adapt their instruction to meet the diverse needs of individual students and groups. Teachers are expected to continuously monitor student learning and adjust their instruction accordingly, engaging students in assessing their progress and collaborating with them to design relevant learning experiences. Additionally, teachers should vary their role in the instructional process, acting as instructors, facilitators, coaches, or audience as needed. Overall, this standard underscores the importance of using innovative and inclusive instructional strategies to foster a dynamic and engaging learning environment that prepares students for success in the 21st century.
When it comes to adapting lessons for students, it’s important to see that students of all types are having their needs met. Within my graduate studies, I completed a course called Strategies of Special Education which focused on different types of learning disabilities and how to help students through different methods and strategies. Further, the project focused on providing different solutions for students who have struggles in the presented areas; from self-regulation to math. The project displayed a variety of instructional strategies that can be applied to an array of learners. Mainly, this project allows students to get a deeper understanding of how they can overcome their barriers in the classroom. For me, I developed a deeper understanding of various content areas and how students may interact with difficulty. By exploring several options with technology and physical practice, it allowed me to realize that students have a strong capability to overcome and barrier in lace, as long as they practice. By organizing instructional strategies in a Strategy Notebook, anyone can easily reference and reflect on their teaching practices, develop new ways to track student progress, and continuously improve their instructional approaches to meet the needs of diverse learners by exploring other methods. These strategies allow teachers to continually assess student learning and adjusting instruction accordingly, ensuring that each student is challenged and supported appropriately. Collaboration with students is key, as teachers work with them to design learning experiences that are relevant and engaging, tapping into their interests and strengths. Often, I practiced the self-regulated strategy of self-assessment in my classes with assignments and post exams. Self-assessment was conducted through simply having students show with their fingers their understanding on a scale of 1-5 their understanding, this allowed me to see if students needed more time with the subject or if we were ready to move forward. However, I would also practice it anonymously by having students put their head down and show with their fingers their understanding of the subject. By having these methods, it provides multiple models and representations of concepts which allows for different learning styles, and engages students in higher-order questioning and metacognitive processes promotes deeper understanding and critical thinking skills. Furthermore, teachers must integrate a variety of learning skills and technology tools into their instruction, recognizing the importance of digital literacy in today's world. Overall, this standard highlights the need for teachers to be adaptable and innovative in their instructional approaches, fostering a dynamic and inclusive learning environment that prepares students for success in an ever-evolving world.
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