Reflection on standard 6 & 7

1. MODULE 8, UNIT 9- ACTIVITY 3: PLANNING FOR LEADERSHIP AND COLLABORATION
InTASC
Standards 6:
Assessment
The candidate understands and uses multiple
methods of assessment to engage students in
their own growth, to monitor student
progress, and to guide the candidate’s and
student’s decision making.
Guiding
Question 1:
Implementation ProficiencyLevel
Does the
candidate use
the proper
assessment
methods to
engage
students in
their own
growth,
monitor
student
progress, and
guide the
candidate’s
learning?
What assessment
method can I use to
engaged students in
their own growth?
How do I monitor
student’s progress
to guide my
learning?
Candidate
collaborates with
students and
Families
RUBRICS: SELF-REFLECTION COMMUNICATION
You can’t engage
students without
setting high learning
expectation.
Learning becomes
personal when
students see the
need to meet a
target.
I can help students to
self reflect on their
progress asking a
question?
“Are you are really
making effort to reach
1-2-3-4?”
Inform parents
Newsletters,
Personal email
HOW CANI PROVIDE
EVIDENCE OF STUDENT
PERFORMANCE SO
PARENTS CAN ALSO
MONITOR STUDENTS
WORK IN OTHER TO
COMPLIMENT
TEACHER’S EFFORT TO
IMPROVE STUDENT
LEARNING?

2. ONLINEDIGITAL TOOLs PERFORMANCERECORD COMMUNICATION
Kahoot: A game-
based classroom
response system,
where I can create
quizzes using
internet or lesson
content.
I can document
student’s record and
make informed
decision about area
students are
struggling that needs
growth.
Provide feedback to
parents on student’s
progress for possible
collaborative work
to improve students’
work.
Guiding
question 1
SEESAW PROVIDES EVIDENCE ACCESS TO PARENTS
Engage students
independently or in
groups.
Document students
learning activities in
real time.
STUDENT VOICE:
student can choose
whatever format for
documenting their
product/ works.
As a teacher I can
monitor their work in
progress.
Students have the
opportunity to reflect
on their works that
needs to improve.
They can edit their
works for growth in
those areas they
need improvement
Parents can log in to
monitor student’s
growth and make
comments on their
works.
Improves
teacher/parent
relationship by
breaking
communication gaps
Increased parental
involvement without
being in school.
PARENTS ONLY
GETS TO SEE WHAT
TEACHER
APPROVES
Does the
candidate use
the proper
assessment
methods to
engage
students in
their own
growth,
monitor
student
progress, and
guide the
candidate’s
learning?

3. NEARPOD PROVIDES EIDENCE PARENT
INVOLVMENT
LIVE-SESSION &
STUDENT PACED
FEATURES
GROUP
COLLABORATIVE
ACTIVITY
INDEPENDENT
GROWTH
.
I can monitor student
growth
Keeps Student Data
I can create
differentiated lessons
based on the data.
Received.
I can create and align
lesson to students
learning styles (for
struggling kids)
Encourages parental
Involvement.
Guiding
Question 2
IMPLIMENTATION
PROFICIENCY LEVEL
Does the
candidate make
proper
accommodation
s and modify
conditions for
special needs
students
(including
Englishlearners
and Special
Education)
How and when do I
make accommodation
to meet student
diverse learning
need?
REVIEW & RETEACH
MODIFY LESSONS:
CONTENT, PRODUCT,
and PROCESS.
How do I design
assessment tomeet
learning objectives
and in turns meet
different learning
needs of student?
GROUP COLLABORATIVE
LEARNING,
QUESTIONING
STRATEGY , PEER TO
PEER FEEDBACK,
How do I provide
timely and descriptive
feedback to guide
student progress for
high quality work?
FEEDBACKSTRATEGIES
SENSITIVE
POSITIVITY
EVALUATIVE
EDUCATIVE

4. 1.
CONTENT:
Provide student
with the same
content level of the
lesson.
MODIFY.
my instructions to
adapt to students’
learner profiles.
PRESENTATION of
content, should be
varied (e.g.,
textbooks, lecture,
demonstrations,
audio texts) to best
meet students’
needs. Drawing.
Labeling, charts,
diagrams, etc.
2.
PROCESS: Activities
in which the
student engages to
master the content.
Examples of
differentiating
GROUP LEARNING
Design lesson to
foster collaboration
among students.
Monitor
performance :
QUESTIONING:
Asking student
questions during
lesson, and give
them time to discuss
in partners.
PEER TO PEER
FEEDBACK:
I would allow
students to reflect
on their works in
groups.
Examples: Reading
partners, Math
workplace, PbL
SENSITIVE:
Recognize the
weakness of
students and the
areas they need
help.
POSITIVE:
Reinforce student
learning. I can use
sandwich strategy
to provide
negative feedback
to student.
EVALUATIVE:
Doing a quick one
on one short
evaluation for
CFU.
EDUCATIVE:
making relevant,
purposeful
feedback to
students.

5. Guiding
Question3
Does the
candidate make
proper
accommodation
s and modify
testing
conditions for
special needs
students
(including
English learners
and Special
Education)
process activities
Scaffolding for ELL
& special needs. If
students are not at
the reading level
required to
understand a text
being taught, I can
use scaffolding to
gradually improve
their reading
ability until they
can read the
required text
independently and
without assistance.
4. LEARNING
ENVIRONMENT:
A differentiated
classroom should
include areas in
which students can
work quietly as
well as collaborate
with others,
materials
MANIPULATIVES
Varying the length
of time: for a
student to master
content, while
encouraging an
advanced learner
with more
challenging task.
3.
PRODUCT: student
should be provide
with different ways
to demonstrate
their knowledge
as well as various
levels of difficulty,
group or individual
work,
that reflect diverse
cultures, and
routines that allow
students to get help
when the needs
arise.

6. InTASC
Standard 7:
Planning for
Instruction
Candidate plans instructionthat supports every student in
meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary
skills, andpedagogy, as well as knowledge of students and
the community context.
Guiding
Question 1:
IMPLIMENTATION PROFICIENCY
LEVEL
Does the
candidate draw
upon
knowledge of
appropriate
instructional
strategies and
technological
tools to plan
instruction that
supports each
student in
meeting
rigorous
learning goals?
What Instructional
strategiesand
technological tools will I
use to plan Instruction
to helpstudents meet
learning goals?
How will I differentiate
Instructionandwhat
evidence based
recourses will I use?
Candidate uses
evidence-based
instructional
strategies,
resources, and
technological
tools
appropriately to
plan instruction
.
1. VISUALIZED
LEARNING
A reading strategy that
helps student of all level
creates a mental image
during a lesson.
I will use pictures, videos,
audio text, to bring the
learning concept to life.
2. RELATIONAL
LEARNING-
MAKING CONNECTION
I will teach students to
make connection to real
life.
I will incorporate these
different resources to
plan Instruction which
provides evidence of
student’s work

7. Project-based
learning
uses an open-
ended approach
in which
students
work alone or
collectively to
produce an
engaging,
intricate
curriculum-
related
questions or
challenges
Adaptive
learning
focuses on
changing or
“adapting”
Learning
content for
students on
an individual
basis, particul
arly with the
help of
technology
3. COOPERATIVE
LEARNING.
I will break the classroom
into small groups where
student brainstorm ideas,
learn from each other.
Use hard and software
digital tools like student
Ipads, razkids, Epic,
Tumble books, to facilitate
their learning

I will use these multiple
options forstudents to
access information, to
demonstrate
understanding, and be
engaged in their
learning
Inadditionto #3,
candidate makes
sure that
instruction is
differentiatedto
meet the diverse
learning needs in
the particular
classroom
 4. Inquiry-based
instruction:
This 21st
Century
teaching strategy
evolves student
ownership of their
learning, thereby
develop critical
thinking and problem
solving skills.
1. Don't answer student
questions--show them
how to do it themselves.
2. Listen when students
speak.
3. Encourage questions.
4. Spend time on projects,
not lecturing.
5. Lessons are fluid.
6. Publish and share.
7. Reflection is included in
everylesson plan.
8. You are a fellow learner.
Active learning
strategies
I can place my
students at the
center of the
learning process,
enriching the
classroom
experience and
boosting
engagement

8. Guiding
Question 2 IMPLIMENTATION PROPHICIENCY LEVEL
Does the
candidate plan
instruction that
follows a logical
sequence,
moving from
easier examples
to harder and
including
explicit
instruction on
new concepts?
How can I teach
effectively tomeet
students divers needs?
What are the Evidence
of an effective lesson
plan?
Candidate develops
and implements
appropriate
sequencing of
learning experiences
that help students
learn at high levels,
while effectively
using formative and
summative
assessment data,
prior knowledge,
student interest and
students’ learning
preferences to plan
instruction.
Furthermore, the
candidate adjusts
and revises
lessonplans to
meet student
needs and
respondto
changing
circumstances in
the classroom.
Clearly defined goals and
lesson expectation

They achieve better
when they understand
my instructional goals
and outcome expected..
Organized and
focused lessons Time Management
REVIEW prior skills
and knowledge
before beginning
instruction
. Improves
comprehension skills
linking the unknown
to the known.
Design Instruction in
a step by step
sequence of activity
Students build
procedural
understanding of the
lesson
Use clear and simple
language to give out
Instruction
Promote student
comprehension of
the concepts

9. InTASC
Standard 8:
Instructional
Strategies
Candidate understands and uses a variety of instructional
strategiestoencourage students todevelopdeep
understanding of content areas and their connections, and
to buildskills toapply knowledge inmeaningful ways
GUIDING QUESTION IMPLIMENTATION PROFICIENCYLEVEL
Does the
candidate use
multiple
instructional
strategies to
help students
develop deep
understanding
of content
areas and build
skills for
applying that
knowledgein
meaningful
ways?
GuidingQuestion:
Doesthe
candidate
regularlyand
effectiveask
questionsto
stimulate
discussionwith
the goal of
helpingstudents
develophigher
orderthinking
skills?
What multiple
Instructional strategies
to adapt to changes to
secure student’s
understanding?
What tracking
strategiescanI use to
monitor student’s
progress that effects
ajusting my instruction
to meet their learning
needs?
Candidate
continuously
monitors student
learning, creates
and implements
innovative
strategiesand
resources,
engages students
in assessing their
progress, and
adjusts
instructionin
response to
students’
learning needs.
Facilitates, coach,
audience) in
relation to the
content and
purposes of
instruction and
the needs of
learners.
I can design and
implement relevant
learning experiences
by placing diverse
learners into groups
STANDARDIZED TESTING,
OBSERVE & INTERRACT,
FREQUENTLY,
EVALUATION,
FORMATIVE ASSESSMENT.
POSITIVE
REINFORCEMENT to
motivate students
working below
expectation.
VARY INSTRUCTION once
I understand the
learning profile of
students like ELL, Spe
Ed. & change
Instruction.
Take record, Identify
their strengths &
weakness.
Access family and
community resources to
determine
Leads to self-
reflection growth
and active
participation, and
ownership of
learning.