Cstp 1 Luna 5
This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form. Report DMCA
Overview
Download & View Cstp 1 Luna 5 as PDF for free.
More details
- Words: 2,060
- Pages: 9
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1
Using knowledge of students to engage them in learning
Emerging
Exploring
Learns about students through data provided by the school and/or assessments. Some students may engage in learning using instructional strategies focused on the class as a whole.
Gathers additional data to learn about individual students. Students engage in single lessons or sequence of lessons that include some adjustments based on assessments.
Evidence
Applying Uses data from a variety of formal and informal sources to learn about students and guide selection of instructional strategies to meet diverse learning needs. Student engage in learning through the use of adjustments in instruction to meet their needs.
Integrating Uses data from multiple measures to make adjustments to instruction and meet individual identified learning needs. 9/22/2017, 5/1/2018, 12/7/2018, 5/10/2019 Students actively utilize a variety of instructional strategies and technologies in learning that ensure equitable access to the curriculum. Understanding my students is one of my top priorities because it allows me to first establish rapport, which will help me ensure an increase in student engagement. Good rapport also places me in a preventative position where students and families are more likely to “hear me out” when I must critique or address an issue. I gather this information during instruction from “get to know you” activities or icebreakers in class that I sometimes use as warmups for my homeroom class. I also gather data early on in the teacher family relationship when I first make contact with a family or welcome them
Innovating Uses comprehensive knowledge of students to make ongoing adjustments and accommodations in instruction. Students take ownership of their learning by choosing from a wide range of methods to further their learning that are responsive to their learning needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning back after summer. At this time, I get the perspective of the legal guardian on the student, any new changes, issues, or details on their IEP. I also meet with my students on a weekly basis and use the time to not just help them with their studies, but also get to establish rapport and get to know them better. 9/22/2017, 5/1/2018, 12/7/2018, 5/10/2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2
Emerging
Develops awareness of prior knowledge, culture, backgrounds, life experiences, and interests represented among students. Connecting learning to students’ prior knowledge, backgrounds, life experiences, and Some students connect interests learning activities to their own lives.
Evidence
Exploring
Applying
Integrating
Innovating
Uses gathered information about students’ prior knowledge, cultural backgrounds, life experiences, and interest to support student learning. Students participate in single lessons or sequences of lessons related to their interests and experiences.
Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural backgrounds, life experiences, and interests to connect to student learning. Students make connections between curriculum, and their prior knowledge, backgrounds, life experiences, and interests. 9/22/2017 Every class I do my best to connect my previous lesson with the current one. I do this by first making warm up questions that review the previous class’ content. I then set the context for my class by literally reviewing what we learned last class, and connect that to our current class session. This is a very crucial critical thinking concept, especially in history, because student goals should be to see the interconnectedness or reliance of each chronological event in history. WWI happened because of X, and WWII because of Y. This is always an overarching goal of mine in the
Integrates broad knowledge of students and their communities to inform instruction. Students are actively engaged in curriculum, which relates their prior knowledge, experiences, and interests within and across learning activities. 5/1/2018, 12/7/2018 I often use the student’s experiences and interests in my classes when I create fictional scenarios to explain certain concepts and topics. This makes the lessons more “real” and much more engaging. 5/1/2018, 12/7/2018, 5/10/2019
Develops and systematically uses extensive information regarding students’ cultural backgrounds, prior knowledge, life experiences, and interests. Students can articulate the relevance and impact of lessons on their lives and society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning entirety of my courses. I do not however necessarily connect my student’s backgrounds and interests to my class as that can be difficult with history, but I do use them as examples when I am explaining concepts. Colonialism is Susan and Mark sailing over to Bob’s country and taking power or control in order to take natural resources. 9/22/2017
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3
Connecting subject matter to meaningful, real‐life contexts
Evidence
Emerging
Exploring
Uses real‐life connections during instruction as identified to curriculum. Some students relate subject matter to real‐life.
Explore using additional real‐life connections to subject matter in single lessons or sequence of lessons to support understanding. Students make use of real‐life connections provided in single lessons or sequence of lessons to support understanding of subject matter.
Integrates connections from subject matter to meaningful, real‐life contexts, including those specific to students’ family and community. Students utilize real‐life connections regularly to develop understandings of subject matter. 9/22/2017
Applying
Element 1.3 is easier to achieve in 12th grade economics, but is much more difficult to meet in 12th grade government or another social studies class. The way I meet this standard in economics is by including lessons into my curriculum that are more “personal finance” based. My economics class is one where my students learn how to write a check, build up their credit score, learn what interest is, and learn what interest looks like over years. One of my real‐life examples is a person who buys a television from Target for $1,000 with a 20% APR and pays the minimum amount due. The totals spent are always
Integrating Integrates connections to meaningful, real‐life contexts in planning subject matter instruction and is responsive during instruction to engage students in relating to subject matter. Students actively engage in making and using real‐ life connections to subject matter to extend their understanding. 5/1/2018, 12/7/2018, 5/10/2019 This is similar to element 1.2. An example I can share is when I discuss interest rates and how utilizing a credit can be detrimental if a person does not pay the minimum. In this scenario students purchased a new iPhone (which almost all students can relate to) 5/1/2018, 12/7/2018, 5/10/2019
Innovating Engages student in actively making connections to relevant, meaningful, and real‐life contexts throughout subject matter instruction. Students routinely integrate subject matter into their own thinking and make relevant applications of subject matter during learning activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning astounding to my kids. 9/22/2017
Element 1.4
Emerging
Uses instructional strategies, resources, and technologies as provided by school and/or district. Using a variety of instructional strategies, resources, and technologies to meet students’ Some students participate diverse learning in instructional strategies, needs using resources and technologies provided.
Exploring
Applying
Integrating
Innovating
Explores additional instructional strategies, resources, and technologies in single lessons or sequence of lessons to meet students’ diverse learning needs. Students participate in single lessons or sequence of lessons related to their interests and experiences.
Utilizes a variety of strategies including culturally responsive pedagogy, resources, and technologies during ongoing instruction to meet students’ diverse learning needs. 9/22/2017 Students participate in instruction using strategies, resources, and technologies matched to their learning needs.
Creates, adapts, and integrates a broad range of strategies, resources, and technologies into instruction designed to meet students’ diverse learning needs. Students actively engage in instruction and make use of a variety of targeted strategies, resources, and technologies to meet their individual students
Refines the flexible use of an extensive repertoire of strategies, resources, and technologies to meet students’ diverse learning needs. Students take responsibilities for using a wide range of strategies, resources, and technologies that successfully advance their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I feel that this is a large weakness of mine based on the current limitations of the platform I teach on. To maximize engagement my students all participate in mandatory (but non graded) polls. This ensures that students are indeed at their computer, engaged, and listening. It also serves as an informal assessment for me to gauge how well I discussed a concept during my lesson. This is however a big weakness on my end because I feel that by sticking to 2‐3 strategies that I keep deferring to: polling, type in the chat, and think questions, I am not providing enough differentiation. This is however a limit to my platform and I am committed to constantly innovate. 9/22/2017
Evidence
Element 1.5 Promoting critical thinking though inquiry, problem solving, and reflection
Emerging
Exploring
Applying
Asks questions that focus on factual knowledge and comprehension. Some students respond to
Includes questions in single lessons or a sequence of lessons that require students to recall, interpret, and think critically. Students respond to
Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content. Students respond to
needs. 5/1/2018, 12/7/2018 Although my platform limits how I maximize engagement with students, it has been effective and I am still seeking ways to improve engagement even further. This upcoming school year I plan to consider utilizing a web cam and something called White Board Files which will allow students to drag and drop pieces on the virtual white board like puzzle pieces 5/1/2018, 12/7/2018, 5/10/2019
Integrating Supports students to initiate critical thinking through independently developing questions, posing problems and reflecting on multiple perspectives. Students pose problems
Innovating Facilitates systematic opportunities for student to apply critical thinking by designing structured inquiries into complex problems. Students pose and
Standard 1 CSTP: Engaging and Supporting All Students in Learning questions regarding facts and comprehension.
varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of lessons.
questions and problems posed by the teacher and begin to pose and solve problems of their own related to the content.
and construct questions of their own to support inquiries into content. 9/22/2017 & 5/1/2018, 12/7/2018
answer a wide‐range of complex questions and problems, reflect, and communicate understandings based on in depth analysis of content learning.
In my AP Government class I am able to hold discussions and lead my students into thinking critically. I recently held a discussion where my students were provided a pro/cons list of information on a controversial political topic. I then had them record information on their own perspective, and then “dump” it. From there I had them objectively defend the other perspective through economic, constitutional, and logical persuasion. The purpose of this was to teach objectivity and empathy, but it simultaneously fostered critical thinking as well. 9/22/2017 & 5/1/2018, 12/7/2018
Evidence
Element 1.6 Monitoring student learning and adjusting instruction while teaching.
Emerging Implements lessons following curriculum guidelines.
Exploring Seeks to clarify instruction and learning activities to support student understanding.
Applying
Integrating
Innovating
Makes ongoing adjustments to instruction based on observation of student engagement and regular checks for understanding. 9/22/2017
Adjusts strategies during instruction based on the ongoing monitoring of individual student needs for assistance, support, or challenge.
Makes adjustments to extend learning opportunities and provide assistance to students in mastering the concepts flexibly and effectively.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence
Some students receive individual assistance during instruction.
Students receive assistance individually or in small groups during instruction.
Students are able to articulate their level of understanding and use teacher guidance to meet their needs during instruction. 5/1/2018, 12/7/2018, 5/10/2019 As discussed in Element I revise, reteach, and 1.4 I poll my students differentiate instruction questions and expect based on the performance 100% participation. I of my students during then utilize this data as an formal and informal informal assessment to assessment and when I see how well they feel I am “losing” my understand a sub topic. If students 5/1/2018, I have answers scattered 12/7/2018, 5/10/2019 across the board, I clarify the sub topic or reword it. I will also reteach if I have 50% of students who are incorrect. 9/22/2017 Students successfully participate and stay engaged in learning activities.
Students monitor their progress in learning and provide information to teacher that informs adjustments in instruction.
Element 1.1
Using knowledge of students to engage them in learning
Emerging
Exploring
Learns about students through data provided by the school and/or assessments. Some students may engage in learning using instructional strategies focused on the class as a whole.
Gathers additional data to learn about individual students. Students engage in single lessons or sequence of lessons that include some adjustments based on assessments.
Evidence
Applying Uses data from a variety of formal and informal sources to learn about students and guide selection of instructional strategies to meet diverse learning needs. Student engage in learning through the use of adjustments in instruction to meet their needs.
Integrating Uses data from multiple measures to make adjustments to instruction and meet individual identified learning needs. 9/22/2017, 5/1/2018, 12/7/2018, 5/10/2019 Students actively utilize a variety of instructional strategies and technologies in learning that ensure equitable access to the curriculum. Understanding my students is one of my top priorities because it allows me to first establish rapport, which will help me ensure an increase in student engagement. Good rapport also places me in a preventative position where students and families are more likely to “hear me out” when I must critique or address an issue. I gather this information during instruction from “get to know you” activities or icebreakers in class that I sometimes use as warmups for my homeroom class. I also gather data early on in the teacher family relationship when I first make contact with a family or welcome them
Innovating Uses comprehensive knowledge of students to make ongoing adjustments and accommodations in instruction. Students take ownership of their learning by choosing from a wide range of methods to further their learning that are responsive to their learning needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning back after summer. At this time, I get the perspective of the legal guardian on the student, any new changes, issues, or details on their IEP. I also meet with my students on a weekly basis and use the time to not just help them with their studies, but also get to establish rapport and get to know them better. 9/22/2017, 5/1/2018, 12/7/2018, 5/10/2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2
Emerging
Develops awareness of prior knowledge, culture, backgrounds, life experiences, and interests represented among students. Connecting learning to students’ prior knowledge, backgrounds, life experiences, and Some students connect interests learning activities to their own lives.
Evidence
Exploring
Applying
Integrating
Innovating
Uses gathered information about students’ prior knowledge, cultural backgrounds, life experiences, and interest to support student learning. Students participate in single lessons or sequences of lessons related to their interests and experiences.
Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural backgrounds, life experiences, and interests to connect to student learning. Students make connections between curriculum, and their prior knowledge, backgrounds, life experiences, and interests. 9/22/2017 Every class I do my best to connect my previous lesson with the current one. I do this by first making warm up questions that review the previous class’ content. I then set the context for my class by literally reviewing what we learned last class, and connect that to our current class session. This is a very crucial critical thinking concept, especially in history, because student goals should be to see the interconnectedness or reliance of each chronological event in history. WWI happened because of X, and WWII because of Y. This is always an overarching goal of mine in the
Integrates broad knowledge of students and their communities to inform instruction. Students are actively engaged in curriculum, which relates their prior knowledge, experiences, and interests within and across learning activities. 5/1/2018, 12/7/2018 I often use the student’s experiences and interests in my classes when I create fictional scenarios to explain certain concepts and topics. This makes the lessons more “real” and much more engaging. 5/1/2018, 12/7/2018, 5/10/2019
Develops and systematically uses extensive information regarding students’ cultural backgrounds, prior knowledge, life experiences, and interests. Students can articulate the relevance and impact of lessons on their lives and society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning entirety of my courses. I do not however necessarily connect my student’s backgrounds and interests to my class as that can be difficult with history, but I do use them as examples when I am explaining concepts. Colonialism is Susan and Mark sailing over to Bob’s country and taking power or control in order to take natural resources. 9/22/2017
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3
Connecting subject matter to meaningful, real‐life contexts
Evidence
Emerging
Exploring
Uses real‐life connections during instruction as identified to curriculum. Some students relate subject matter to real‐life.
Explore using additional real‐life connections to subject matter in single lessons or sequence of lessons to support understanding. Students make use of real‐life connections provided in single lessons or sequence of lessons to support understanding of subject matter.
Integrates connections from subject matter to meaningful, real‐life contexts, including those specific to students’ family and community. Students utilize real‐life connections regularly to develop understandings of subject matter. 9/22/2017
Applying
Element 1.3 is easier to achieve in 12th grade economics, but is much more difficult to meet in 12th grade government or another social studies class. The way I meet this standard in economics is by including lessons into my curriculum that are more “personal finance” based. My economics class is one where my students learn how to write a check, build up their credit score, learn what interest is, and learn what interest looks like over years. One of my real‐life examples is a person who buys a television from Target for $1,000 with a 20% APR and pays the minimum amount due. The totals spent are always
Integrating Integrates connections to meaningful, real‐life contexts in planning subject matter instruction and is responsive during instruction to engage students in relating to subject matter. Students actively engage in making and using real‐ life connections to subject matter to extend their understanding. 5/1/2018, 12/7/2018, 5/10/2019 This is similar to element 1.2. An example I can share is when I discuss interest rates and how utilizing a credit can be detrimental if a person does not pay the minimum. In this scenario students purchased a new iPhone (which almost all students can relate to) 5/1/2018, 12/7/2018, 5/10/2019
Innovating Engages student in actively making connections to relevant, meaningful, and real‐life contexts throughout subject matter instruction. Students routinely integrate subject matter into their own thinking and make relevant applications of subject matter during learning activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning astounding to my kids. 9/22/2017
Element 1.4
Emerging
Uses instructional strategies, resources, and technologies as provided by school and/or district. Using a variety of instructional strategies, resources, and technologies to meet students’ Some students participate diverse learning in instructional strategies, needs using resources and technologies provided.
Exploring
Applying
Integrating
Innovating
Explores additional instructional strategies, resources, and technologies in single lessons or sequence of lessons to meet students’ diverse learning needs. Students participate in single lessons or sequence of lessons related to their interests and experiences.
Utilizes a variety of strategies including culturally responsive pedagogy, resources, and technologies during ongoing instruction to meet students’ diverse learning needs. 9/22/2017 Students participate in instruction using strategies, resources, and technologies matched to their learning needs.
Creates, adapts, and integrates a broad range of strategies, resources, and technologies into instruction designed to meet students’ diverse learning needs. Students actively engage in instruction and make use of a variety of targeted strategies, resources, and technologies to meet their individual students
Refines the flexible use of an extensive repertoire of strategies, resources, and technologies to meet students’ diverse learning needs. Students take responsibilities for using a wide range of strategies, resources, and technologies that successfully advance their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I feel that this is a large weakness of mine based on the current limitations of the platform I teach on. To maximize engagement my students all participate in mandatory (but non graded) polls. This ensures that students are indeed at their computer, engaged, and listening. It also serves as an informal assessment for me to gauge how well I discussed a concept during my lesson. This is however a big weakness on my end because I feel that by sticking to 2‐3 strategies that I keep deferring to: polling, type in the chat, and think questions, I am not providing enough differentiation. This is however a limit to my platform and I am committed to constantly innovate. 9/22/2017
Evidence
Element 1.5 Promoting critical thinking though inquiry, problem solving, and reflection
Emerging
Exploring
Applying
Asks questions that focus on factual knowledge and comprehension. Some students respond to
Includes questions in single lessons or a sequence of lessons that require students to recall, interpret, and think critically. Students respond to
Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content. Students respond to
needs. 5/1/2018, 12/7/2018 Although my platform limits how I maximize engagement with students, it has been effective and I am still seeking ways to improve engagement even further. This upcoming school year I plan to consider utilizing a web cam and something called White Board Files which will allow students to drag and drop pieces on the virtual white board like puzzle pieces 5/1/2018, 12/7/2018, 5/10/2019
Integrating Supports students to initiate critical thinking through independently developing questions, posing problems and reflecting on multiple perspectives. Students pose problems
Innovating Facilitates systematic opportunities for student to apply critical thinking by designing structured inquiries into complex problems. Students pose and
Standard 1 CSTP: Engaging and Supporting All Students in Learning questions regarding facts and comprehension.
varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of lessons.
questions and problems posed by the teacher and begin to pose and solve problems of their own related to the content.
and construct questions of their own to support inquiries into content. 9/22/2017 & 5/1/2018, 12/7/2018
answer a wide‐range of complex questions and problems, reflect, and communicate understandings based on in depth analysis of content learning.
In my AP Government class I am able to hold discussions and lead my students into thinking critically. I recently held a discussion where my students were provided a pro/cons list of information on a controversial political topic. I then had them record information on their own perspective, and then “dump” it. From there I had them objectively defend the other perspective through economic, constitutional, and logical persuasion. The purpose of this was to teach objectivity and empathy, but it simultaneously fostered critical thinking as well. 9/22/2017 & 5/1/2018, 12/7/2018
Evidence
Element 1.6 Monitoring student learning and adjusting instruction while teaching.
Emerging Implements lessons following curriculum guidelines.
Exploring Seeks to clarify instruction and learning activities to support student understanding.
Applying
Integrating
Innovating
Makes ongoing adjustments to instruction based on observation of student engagement and regular checks for understanding. 9/22/2017
Adjusts strategies during instruction based on the ongoing monitoring of individual student needs for assistance, support, or challenge.
Makes adjustments to extend learning opportunities and provide assistance to students in mastering the concepts flexibly and effectively.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence
Some students receive individual assistance during instruction.
Students receive assistance individually or in small groups during instruction.
Students are able to articulate their level of understanding and use teacher guidance to meet their needs during instruction. 5/1/2018, 12/7/2018, 5/10/2019 As discussed in Element I revise, reteach, and 1.4 I poll my students differentiate instruction questions and expect based on the performance 100% participation. I of my students during then utilize this data as an formal and informal informal assessment to assessment and when I see how well they feel I am “losing” my understand a sub topic. If students 5/1/2018, I have answers scattered 12/7/2018, 5/10/2019 across the board, I clarify the sub topic or reword it. I will also reteach if I have 50% of students who are incorrect. 9/22/2017 Students successfully participate and stay engaged in learning activities.
Students monitor their progress in learning and provide information to teacher that informs adjustments in instruction.
Related Documents
Cstp 1 Luna 5
October 2019 9
Cstp 2 Luna 5
October 2019 7
Cstp Brochure
November 2019 6
Luna
October 2019 51
Luna
November 2019 48