Standard One: Learner Development
The teacher understands how learners grow and develop.
Recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Evidence 1: Math Centers
1 (a)- The teacher regularly assesses individual
and group performance in order to design and
modify instruction to meet learners needs in
each area of development (cognitive, linguistic,
social, emotional, and physical) and scaffolds the
next level of development.
Math centers allow for the teacher to
have small -differentiated group instruction.
Small groups of students transition from each
center throughout the lesson expanding skills
and receiving differentiated instruction.
The benefit of math centers is that it
allows the teacher to provide instruction to a
small group of students instead of whole group
instruction. Small groups give the teacher the
opportunity to regularly assess individual
students. By observing and having more
instruction time with the students, the teacher
is better able to respond to misconceptions and
difficulties. The teacher therefore has the
evidence of how he/she can create
developmentally appropriate instruction to
support learner growth.
Math centers is a time for students to
expand skills that require fluency through
practice while still providing valuable
differentiate learning. While the teacher is
working with one small group the rest of the
students are developing cognitively,
linguistically, emotionally, physically, and most
important socially. The centers are games and
activities for the students to practice fluency
and everyday problem solving skills.
After all the students have rotated
through the centers, the teacher has another
opportunity to address individual students
any common misconceptions with the
whole class. This guided practice time is a
time for students to practice the skills they
learned, engages in the skills, and expands
those skills. This one to one instruction or
small group instruction can be modified to
take into consideration the learners
interests to advance and accelerate their
learning.
When the teacher has the time to
assess and really get to know the needs of
the students, the teacher can better
collaborate with families to support learner
growth and development. The teacher,
families, communities, and colleagues can
better implement a plan for learner growth.
Once the students have multiple
opportunities to practice and develop their
skills, they will become proficient in the
skill. Their proficiency will help them gain
an understanding of preceding concepts
that build off of their prior knowledge.
1 (b)- The teacher creates developmentally
appropriate instruction that takes into
account individual learners’ strengths,
interests, and needs and that enables each
learner to advance and accelerate his/her
learning.
I created math center activities that
focused on specific skills the students
needed to practice. The activities were
aligned with CCSS math standards and
targeted specific needs of the learners.
Some prompts to develop the activities
came from formal assessments. The formal
assessments allowed me to see which
students needed what
supports. The flexibility of the math centers
allowed me to group students homogenously or
heterogeneously depending upon the specified
learning target. In response to data collected
through formal assessments I developed these
center activities to advance and accelerate
student learning in place value:
1) Roll, Make, Expand (Fig. 1.1)
2) Place Value (Fig. 1.2)
3) Spin for Money (Fig. 1.3)
4) Fairytale Shop (Fig. 1.4)
The activities were aimed at learners
‘interests and strengths to increase their
learning. The games were related to real-life
application of the skills and provided the
students a small social learning opportunity. The
students worked in an environment where they
felt comfortable to make mistakes and learn from
them.
Evidence 1: Reflection
Math centers is very effective in assessing
individual students and providing differentiated
lessons. Math is a complex subject that requires
base understandings before advancing and
expanding their skills. Therefore differentiating
and creating lessons that address students
varying learning needs is crucial for learner
development. Having math centers allows the
teacher to have this time and for the students to
get the most individualized instruction.
The math centers begin from a basic concept and
gradually gets more challenging as the unit goes
on. Place value started with identifying expanded
notation game, place value greater or less game,
and then a money game using place value. The
centers are aimed at students needs and
developed with a basis in the standards and
learning goals for the students.
The centers also have games that enforce the
skills that students learned from other units.
These centers aim at having the students
gradually becoming more independent of their
knowledge and the level of scaffolding and
guidance being released by the teacher.
Debriefing at the end of every center
period helps the student’s problem solve
and clarify their skills. The debriefing time
gives the class the rare opportunity to
become whole class problem solvers and
solution makers. Students offer
suggestions of problem solving and how to
handle potentially difficult situations.
The small group instruction with the
teacher is the most valuable learning tool
in Math centers. During centers I am able
to check student readiness for learning
assess where their struggles and
misconceptions are. Using that information
I can construct better lessons and
individualized instruction.
Standard One: Learner Development
Evidence 1: Progression of Centers for Place Value
Fig. 1.1- Roll, Make, Expand
2.NBT.1
The student understands three
digit numbers represent the
amount of hundreds, tens, and
ones.
Fig. 1.2. Place Value
2.NBT.4
After gaining the basic notation of place
value the student will apply past knowledge
to determine <, >, and = comparisons.
Ex: I know 342 is smaller than 354 because there
are only 4 tens in 340, and 354 has 5 tens.
Fig. 1.4- Fairytale Shop
2.NBT.6
Fig. 1.3- Spin for
Money
2.MD.8
Students expand
their knowledge of
place value to
counting coin
combinations to
$1.00.
Students expand their practice from Spin for
Money coin combinations. With the teacher
they add three digit numbers based on place
value and properties of operations.
Standard One: Learner Development
The teacher understands how learners grow and develop.
Recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
1. h) The teacher respects learners’ differing
strengths and needs and is committed to
using this information further each learner’s
development.
knew the basic concepts of place value.
Student first place value:
Evidence 2: Learners Strengths and
Needs
The Math Centers provide valuable
opportunities for individual student
assessment. The teacher is able to identify
students who are struggling with a concept and
better form a learning plan that fits their
strengths and needs.
Identifying a Need
One of my learners was having significant
trouble in understanding place value. The
student’s history and background affected the
learner’s ability to perform in class. The learner
was a student who had minimal attendance at
the two others school the student was
previously at.
In the small group I observed that no previous
knowledge of place value from first grade was
evident. I noted this and started to devise a
learning plan for the student.
Learning Plan
The first step in the students learning place
was to create an understanding of place value.
At the end of one of my teaching sessions I
taught him the basics of place value using
manipulatives. This specific student has a short
attention span and easily gets distracted.
Having manipulatives helps the student focus
and concentrate for a few moments longer.
After I had a teacher aid teach the student how
to play the place value game and to play along
with the student. The student had a lot of fun
and got through much of the game now that the
student
After teaching by teacher and guidance with
game by teacher aide. Student work in math
center (played with partner):
Evidence 2: Learners Strengths
and Needs (continued)
The next step for the class was to transfer
the knowledge of place value to counting
money. During math centers I observed that
the same student did recognize coins and
their value. I noted this and extended on the
students learning plan.
I made the student a coin recognition and
value activity that used kinesthetic,
linguistic, and cognitive skills. The student
was to practice this before going to centers
and was able to take it home. This was
going to help the student with the fluency of
recognizing and determining value for
everyday coins while meeting math
standards of counting by 5s, 10s, and 25s.
I had the student work with me in two of
my teaching sessions during centers. In the
first teaching session the student completed
the activity with the students. During the
second session the student would work on
short hands on activities that allowed the
student to explore math concepts at a
confortable pace.
Learners Strengths and Weaknesses
The student learned the best when
instruction was short and the learning
activity was hands on. Therefore I made a
lot of short and basic lessons. The student
was given many opportunities to work with
manipulatives and real money. The student
was able to grasp concepts fast and had,
many “aha” moments when transfer of
knowledge was applied.
I applied the learning strengths and
personal interests of the student to create a
learning plan that would engage the student
in learning the content. I kept the family
involved by sending home the activity I
made for the student, and having the
parents/guardians play with the student.
The student was also able to play with
younger siblings and teach them money
recognition and value.
1 (c)- The teacher collaborates with families,
communities, colleagues, and other
professionals to promote learner growth and
development.
To promote learner growth and
development, I collaborated with the
student’s family. The student showed the
family the money counting game and how to
play it. I shared with the parents the
important CCSS math skills that the game
aligned with. Together the student and I
explained to the parents how the game
worked and the importance of practice at
home. The students took the game from
home to school everyday.
The collaboration between student,
teacher, and family gave the student extra
support and the confidence they need to
advance their skills.
Evidence 2: Reflection
The math centers provided me with the time I
needed to work with the student individually.
There was also another student who struggled
with certain concepts and was able to join the
group.
I learned that the centers provided me a time to
individually address these students while
ensuring that the rest of the students were still
working on skills and strategies I wanted them to
learn.
The individual time that the centers allowed me to
have to valuable because in skills such as place
value and money there needs to be a strong base
knowledge. Without that base knowledge there is
no transfer of knowledge as the skills and
activities get more challenging.
In developing a learning plan for the student I
really had to concentrate on the specific strengths
and interests of the student. The student has a
very short attention span and is not really
interested in learning math concepts. So I had to
find a way to make it interesting and engaging for
the student.
When the student found out that the concepts
could be taught to younger siblings the student
immediately became more engaged and willing to
learn. To support the students learning I used
positive reinforcement. I believe that the student
had a previous conception that they could not do
math or was junk at it. We celebrated when the
student succeeded and built upon that feeling of
achievement.
As a teacher I want to see all my students meet
their potential in learning. I will use their
strengths to advance their weaknesses. Also draw
from their personal experiences and interests to
make learning engaging and real for them. I value
working with families and professionals in
supporting the students learning development. It
is important for the student to know that there is a
body of positive support to help their learning
development.
Standard One: Learner Development
The teacher understands how learners grow and develop.
Recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Evidence 3: Curriculum Plan
1 (b)- The teacher creates developmentally
appropriate instruction that takes into account
individual learners’ strengths, interests, and
needs and that enables each learner to advance
and accelerate his/ her learning.
1 (d)- The teacher understands how learning
occurs—how learners construct knowledge,
acquire skills, and develop disciplined thinking
processes—and knows how to use instructional
strategies that promote student learning.
Evidence 3: Reflection
Although I designed the curriculum map
for a graduate class, I realized how important
curriculum maps are for every grade in every
subject.
Some schools use curriculum
coordinators to dictate the sequencing of
knowledge and attainment of proper
standards. But as a teacher it is equally
important that you are aware of how students
learn and develop their learning.
During my practicum I was able to look
th
For an education class I developed a 4
at the curriculum map for Math, Language Arts,
grade curriculum plan based on HCPS III
and Science. The curriculum map lays ending
standards for Hawaiian Culture. I developed
goals for the teacher. The teacher must have a
the curriculum plan with the ending goal in
clear ending goal in mind to guide proper and
mind. Then with the alignment of the standards successful instruction.
I developed big ideas for each month. I divided
After completing this curriculum map, I
the curriculum map into month sections that
learned how important it is to know your
each had a focus of a big idea, essential
standards and assessments. The teacher needs
questions, content skills, assessment type, and to know how to match standards with
assessments and proper learning activities.
learning activities.
The curriculum map includes the whole
school year and is flexibly formatted to allow
for change. Curriculum maps helps teachers
focus on an ending goal or big idea. When the
teacher understands what is expected and
clearly communicates it to the students, the
students know what is to be learned. When the
students have a clear message of what is to be
learned the ending goal is a lot more precise
and authentic.
This curriculum map was based on the
HCPS III standards and advances with student
skills in LA throughout the year.
Standard One: Learner Development
The teacher understands how learners grow and develop.
Recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Evidence 4: Running Record
1 (b)- The teacher creates developmentally
appropriate instruction that takes into account
individual learners’ strengths, interests, and
needs and that enable each learner to advance
and accelerate his/ her learning.
1 (d)- The teacher understands how learning
occurs—how learners construct knowledge,
acquire skills, and develop disciplined thinking
processes—and knows how to use instructional
strategies that promote student learning.
While I was a reading teacher at Waialae
Elementary I conducted my running records
that kept track of student development in oral
reading skills. The running record would be
conducted one-on-one and with a text matched
to the student’s ability.
Along with the running record, I kept
daily records of the students performance in
class. According to the Fountas and Pinnell
system, the student would read and practice
phonics daily. Every other day the student
would have an assessment on the text, in the
form of a running record, or write about
reading. The students were kept in this routine
and I took notes on student’s progress and
struggles. Figure 1.5 shows the students daily
records.
Figure 1.6 shows the students running
record. Every other day the student would have
a running record assessment done on the book
that was previously read the day before. The
running record kept track of errors and selfcorrections. Each error would have a certain
code to help identify the needs of the learner.
At the end of the running record the
Students score would be added up. (Fig. 1.7)
The amount of errors would be scored as
accuracy. Also scored in the record was selfcorrection and fluency. Scoring fluency was
done on a point scale. The teacher would have
to match student’s performance to a specific
point. The running record, under Fountas and
Pinnell also included a comprehension scoring
section. In one-on-one conversation the
teacher would ask the students prompted
questions and record the students answers.
From the students answers we could see
specifically if within or beyond the text support
was needed.
In the final stages of the assessment, the
student’s score for each lesson would be
recorded. (Fig. 1.8) The students progressively
went through the lessons each day. There were
times that the student repeated lessons in
different contexts, if the material was just not
gained.
The Fountas and Pinnell system allowed
for progression in accuracy, fluency, and
comprehension. The students would keep track
of their own record to gain responsibility for
their learning. Fountas and Pinnell did
alternate book between levels for the students,
to build their self-esteem in reading. For
example if the student were on Level C
assessment, the books that would be unassessed would be Level B books. This allowed
students to experience the joy of reading and
develop fluency and accuracy skills.
Evidence 4: Reflection
The running record was an effective assessment
to identify advancements and struggles in a
students reading and comprehension. As a
reading teacher I worked with multiple grades,
all with students who were not performing to
grade level expectations. With a wide variety of
behaviors and learning styles, I learned how
individualize textbook lessons to best benefit the
student. To fit the student’s needs and strengths
I would change some of the lessons, mostly to
motivate and engage the student in reading.
Most of the students were aware that they were
not skilled in reading. So the challenge was for
them to enjoy reading and feel successful at
doing it.
The Fountas and Pinnell system was
effective because it was a one-on-one learning
environment. This enabled me to know and
really keep track of the students. A regular
classroom would find it extremely hard to find
the time to assess each student daily. The small
learning environment also allowed the student
to become more focused during the lessons,
because there was much less distractions than
the regular classroom.
Even though a classroom teacher may
have a difficult time implementing this kind of
reading assessment in the classroom, using the
running record is gives the teacher very valuable
data. I would use the running record assessment
in determining the needs and struggles of
individual students.
When I did my practicum at Waikiki
Elementary we used the A-Z Reading program
that also provided running records. Although the
running record was in a different format, I
applied my past knowledge of the Fountas and
Pinnell system to enhance the A-Z reading
assessment. There were many different things
between the two forms of assessment. But
overall the record keeping of individual student
progress in each component of reading is
something I will bring into the classroom.
Standard One: Learner Development
Fig. 1.5- Daily Record Sheets
Everyday the student would read and practice phonics skills. Every other day the student would take a
running record assessment and reread the book from the previous day or write about reading. This is an
example of one student’s progression through the week.
Standard One: Learner Development
Fig. 1.6- Running Record
Every other day the students would have a running record assessment done on a book that they
previously read the day before. The student would be marked for errors and self-corrections. Each error
had a specific code to help identify learner needs.
Standard One: Learner Development
Standard One: Learner Development
Standard One: Learner Development
Fig. 1.7- Scoring Assessment
At the end of the assessment the students were scored based on accuracy, self-correction,
fluency, and comprehension.
Standard One: Learner Development
Standard One: Learner Development
Fig. 1.8- Intervention Record
The students kept track of their daily performance. From the chart the students gain
management of the learning and become aware of specific reading skills they need to practice.