St. 2 - Instructional/Assessment

Instructional Design and Assessment

Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

2.1

Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities;

2.2

Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity;

2.3

Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the academic achievement of all students;

2.4

Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly;

2.5

Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education;

2.6

Design and implement instruction based on Michigan Curriculum Framework (MCF), using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data;

2.7

Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students;

2.8

Exercise informed judgment in planning and managing time and resources to attain goals and objectives;

2.9

Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, and digital);

2.10

Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs.

2.5

My special education student teaching practicum was in a middle school Cognitive Impaired self contained classroom.  I had the opportunity to work with students in grades 6-8 for all subjects. Having multiple grades in one classroom for one subject helped me understand the need for differentiated instruction.  During one particular chapter on the Mohenjadaro it was necessary to modify the test so that a student with Autism could be assessed in a manner that he would understand.  The artifact included illustrates a snapshot of a lesson plan for that unit as well as a test for the student with Autism and the test for the students with cognitive impairments.  This is an example of standard 2.5.

2.8

While completing my general education student teaching practicum I was in a Kindergarten classroom.  Every minute of the day needs to be meticulously planned as well as a backup plan just in case the days lesson go amiss or are completed early.  In the early elementary grades it is important to be very flexible with your lesson plans as well as reflective in what worked and what needs tweaked or discarded altogether.  An example of this is illustrated in several weeks of lesson plans, which greatly show understanding of standard 2.8.