Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Step 1: Academic Content Selection and Learning about
Students
Directions:
An important step in planning instruction is to learn about your students. Select one class,
content area, and the state-adopted academic content standards for students to work with
at this time. Respond to the prompts below about the class, unit of study, and how you
learn about the students.
A.
ACADEMIC CONTENT SECTION
Grade Level: 3rd grade
Content area: Language Arts/ Reading
Subject matter: Incredible Stories
1. List the state-adopted academic content standards for students that you
will cover at this time.
Reading
*1.3 Read fluently
*1.6 Use context
*2.2 Connect with prior knowledge
*2.3 Identify answers in text
* 2.4 Make and modify predictions
*3.1 Distinguish literature forms
*3.3 Determine character traits
Language Arts
*1.2 Relate to prior experiences
*1.3 Respond to questions
* 1.5 Organize ideas
2. Describe the unit of study that addresses those standards.
The unit of study deals with incredible stories. The students cover a story a
week. The stories include Dogzilla, The Mysterious Giant of Barletta, Raising
Dragons, and The Garden of Abdul Gasazi. During this unit of study, students
will be evaluating, questioning, making predictions and inferences, clarifying,
and using phonics and decoding. They will be working on their comprehension
skills dealing with fantasy and realism, following directions, drawing
conclusions, and identifying the story structure.
3. What is (are) the academic learning goal(s) for this unit of study?
Students in third grade will identify folktale elements in the selection.
Students in third grade will make inferences to explain a story character’s
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
behavior.
Students in third grade will identify the steps and sequence words in a set of
directions.
Students in third grade will identify elements of fantasy and realism in a
folktale.
Class Information
Age range of students:
8-9 years old
Total number of students:
20
B.
Number of male students:
9
Number of female students:
11
STUDENT CHARACTERISTCS
Linguistic Background
1. What information that may influence instruction, do you want to learn
about your students?
The information I want to learn about my students are their instructional needs.
I want to learn if there are any students in my class that have any learning
disabilities, special needs, disabilities, English Language learners, or gifted. I
would like to become aware of my students’ needs so I will be able to teach
every student to the best of my ability.
2. How will you learn about your students? Describe the methods you will
use and why you have chosen to use those particular methods.
I will learn about my students by observing them in the classroom setting,
speaking to the master teacher, looking at their cumulative folders, and
interacting with the students. I decided to choose the above methods because
the combination of the four will allow me to get a well rounded group of
information on the students. I want to have as much information as possible that
will help me assess my students so I know what students need to learn.
3. How will you use this information in planning academic instruction in your
selected content area?
I will use this information in planning academic instruction in my selected
content area by making adaptations to my lesson. My goal is to reach all
students in the classroom, so that means that there may need to be adaptations
for English Language learners, those students who need a challenge, those
students who are on level and those students who need extra support.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Academic Language Abilities, Content Knowledge, and Skills
1. What information that may influence instruction, do you want to learn
about your students?
There is information that may influence my instruction and that I want to learn
about my students. This will include the students’ academic language abilities
related to the subject matter and content knowledge and skills in this subject
matter. I want to find my students’ knowledge on the content begin taught, any
discipline problems, any language barriers, and any learning disabilities.
2. How will you learn about your students? Describe the methods you will
use and why you have chosen to use those particular methods.
I will learn about my students by using different forms of assessment. I will
observe my students by walking around and informally assessing how they are
working. I will use entry-level assessment at the start of the lesson, progressmonitoring assessment during the lesson, and summative assessment at the end
of the lesson. I will also use formal assessments such as tests to see what
students learned from the lesson. After assessing the students, it will give the
teacher a clearer idea of the student’s abilities and independent needs.
3. How will you use this information in planning academic instruction in your
selected content area?
I will use this information to see what I need to re-teach to students, before
moving on to new concepts in the unit of study. I will also use the results from
the assessments to see what standards the students mastered and what standards
need re-teaching. Through the above forms of assessment I will see what degree
my students know and understand the content of the standards I am planning to
teach, to what degree my students are achieving the content of the standards I
am teaching, and if I can move the class forward to a new unit of study.
Physical, Social and Emotional Development
1. What information that may influence instruction, do you want to learn
about your students?
The information that may influence my instruction is if there are any students
with physical disabilities: such as autism, audio learning, and handicaps. Also I
will want to know if there are any students that have any personal issues that
may affect their behavior, attitude and performance in the classroom.
2. How will you learn about your students? Describe the methods you will
use and why you have chosen to use those particular methods.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
I will learn about my students by conversations with their parents,
conversations with their master teacher, conversations with them personally,
looking at their cumulative folders, observing them, and viewing their work.
3. How will you use this information in planning academic instruction in your
selected content area?
I will use this information to establish and maintain a positive climate for
learning and rapport with all students and their families. I will encourage
students to take responsibility for their own learning and to work responsibly
independently and with others. I will establish clear expectations for academic
and social behavior and respond to behavior that does not meet those
expectations.
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Cultural and Health Considerations
1. What information that may influence instruction, do you want to learn
about your students?
Being a teacher, it is important to have a well-rounded understanding on a
verity of different cultures. I am going to have a classroom with a diverse group
of students. This will include diversity in culture, beliefs, family background,
and health related issues. The more knowledge I have on my students’ culture
and health, the better. I will be able to respect the needs of all my students.
2. How will you learn about your students? Describe the methods you will
use and why you have chosen to use those particular methods.
To learn about my students it will be important to have a form of
communication with the students’ parents. At the beginning of the year, I will
send home a letter to the parents where they can write down any health
considerations or culture issues they would like to inform me about their child.
3. How will you use this information in planning academic instruction in your
selected content area?
I will use this information when planning academic instruction to make sure the
material I chose is appropriate and meets the needs of a culturally diverse group
of students. For example, when choosing literature to read with the class, I will
choose literature that a diverse group of students can relate to. I could also find
material that will motivate students to learn.
Interests and Aspirations
1. What information that may influence instruction, do you want to learn
about your students?
I want to learn what my students’ likes and dislikes are. It is important that my
students are all motivated to learn. It will be important to find out the style of
learning that the student enjoys, since there are auditory learner, visual learners,
and kinesthetic learners.
2. How will you learn about your students? Describe the methods you will
use and why you have chosen to use those particular methods.
I will learn about my students by having them share with me their interests and
dislikes verbally one-on-one and in written responses. In the written responses,
students will be responding to questions relating to the learning styles. I will
have them take the Garfield Interest Inventory Test. This will allow me to
assess my students’ interests and styles of learning.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
3. How will you use this information in planning academic instruction in your
selected content area?
I will use this information when planning academic instruction by using a verity
of teaching strategies to meet the needs of all my learners. When teaching the
folktale, The Mysterious Giant of Barletta, I will use visuals to describe
vocabulary words, verbally ask questions to respond to questions about the
folktale aloud, and allow students to do hands-on activities were movements are
necessary.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Step 2: Learning about Two Focus Students
Directions:
Select two focus students from the class you identified in Step 1. Select one student who is
an English learner and one student who presents a different instructional challenge. Use
some of the methods you described in Step 1 to learn about these two students.
Consider your selected content areas and subject matter when describing what you
learned about the two focus students. Complete the section below. In each box include:
 a description of what you learned for each of the students, and
 an explanation of how the information will influence your academic instructional
planning.
Student 1: An English learner
Gender: Female
Age: 8
1. Why did you select this student?
I selected this first student because she is a very shy student. She appears to be well
liked by her peers, and is kind and generous girl. She seldom makes any effort to
interact with peers, besides the same female classmate. She will rarely ask for help
and I have to be the one to initiate any help with assignments.
2. What did you learn about this student’s linguistic background?
She was born in Arizona and moved to California when she was four. Both of her
parents are citizens of Mexico. They moved to the United States three years before
they had their daughter. The student’s first language learned was Spanish. Growing
up in her home, Spanish is the primary language spoken.
When looking at this student’s cumulative folder I noticed that in the California
English Language Development Test (CELDT), I noticed her scores qualified her
as Early Intermediate. Her strength is in the area of mathematics, which her scores
were proficient. Her greatest area of weakness is reading comprehension.
3. What did you learn about this student’s academic language abilities in relation to
this academic content area?
Her grades and test scores are below average for language arts and reading
comprehension. Based on the student’s work, it appears that she has a difficult time
understanding the academic language being used in the classroom along with
vocabulary words. Spelling is another area of struggle where she likes to inventive
spell.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
4. What did you learn about this student’s content knowledge and skills in this subject
matter?
After reviewing her grades and class work, she is right between below basic and
basic for her language arts and reading comprehension grades. She is a hard worker
who always turns in her work.
5. What did you learn about this student’s physical, social and emotional development
relevant to this academic content area?
This student does not appear to have any physical, social, or emotional problems
that hinder her performance in language arts and reading. She is not afraid to make
mistakes in class when reading aloud, which is good and shows her confidence.
6. What did you learn about this student’s cultural background including family and
home relevant to this academic content area?
The student’s parents are supportive of her education. Neither one of her parents
ever attended college. The parents encourage their child to get extra help in her
English language development.
7. What did you learn about this student’s special considerations, including health
issues relevant to this academic content area?
This student does not have any special consideration when it comes to health issues
that are relevant to this academic content area.
8. What did you learn about this student’s interests and aspirations relevant to this
academic content area?
I learned that this student is interested in folktales. She had some of her own
Mexican folktales that have been passed down from her grandparents to her. She
shared this in one of her journal entries. This will be useful when we read The
Mysterious giant of Barletta because she will be familiar with folktales. She is also
enjoys jump rope, math, and dance.
9. Describe other information relevant to this academic content area that you
learned about the student, (e.g., attendance, extracurricular activities, etc.)
This student has excellent attendance and is involved in dance after school.
Student 2: A student who presents a different instructional challenge.
Gender: Male
Age: 9
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1. Why did you select this student?
I selected my second student because he is a very bright boy who has been
diagnosed with autism. He has an instructional aid that is with him throughout the
whole day. He stands out in my mind because he is humorous student and one of
the top students in class. The instructional aide is there to keep him focused on his
schoolwork, because he needs positive continual redirection.
2. How is the instructional challenge that he or she presents different from that of
the other student?
The instructional challenges differ for this student because he is an out going
student that has a hard time not talking during class and interrupting other students.
The challenge is keeping his attention focused on the given task.
3. What did you learn about this student’s linguistic background?
This student’s first language is English. He speaks English at home and with his
friends.
4. What did you learn about this student’s academic language abilities in relation to
this academic content area?
He does not have any language barriers that interfere or hinder his academic
language abilities.
5. What did you learn about this student’s content knowledge and skills in this subject
matter?
After looking at his grades and class work, he is doing very well in reading
comprehension and language arts. He is scoring proficient in both areas. He
sometimes works at a slower pace with his instructional aide helping him along, but
he always completes all of his work. He is somewhat of a perfectionist and gets
very upset when he misses an answer on his work. The master teacher does not turn
back the work that he does not get mostly correct, because he will get extremely
upset.
6. What did you learn about this student’s physical, social and emotional development
relevant to this academic content area?
From interacting and observing this student, along with speaking to his master
teacher, I noticed that he is a very bright student. He is able to meet all the
standards for third grade in language arts and reading. His peers all accept him
socially, even though he has a disability. He is physically behind the other students
in his coordination skills, but this has no affect on the academic content area.
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7. What did you learn about this student’s cultural background including family and
home relevant to this academic content area?
Both of this student’s parents are involved in his learning and academic progress.
They place a very high value on education and are willing to help him achieve his
academic learning goals. His parents both are college graduates.
8. What did you learn about this student’s special considerations, including health
issues relevant to this academic content area?
This student receives special services for his autistic learning disability. He has an
instructional aid that is with him throughout the whole day. He also has an IEP with
specific learning goals and modifications. He is able to complete all work at the
third grade level, but it may take him extra motivation and encouragement to stay
focused and on task.
9. What did you learn about this student’s interest and aspirations relevant to this
academic content area?
I have heard this student say that he enjoys reading because he can imagine he is in
the book he is reading. This student has a wonderful imagination and is extremely
creative. He enjoys drawing and telling stories.
10. Describe other information relevant to this academic content area that you
learned about the student, (e.g., attendance, extracurricular activities, etc.)
He is always at school and has good attendance. He participates in many family
activities after school with his mother, father and younger sister.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Step 3: Planning for Academic Instruction for the Whole
Class
Directions:
Consider your academic content selection in Step 1 and what would you want the students
to learn? As you begin to think about a lesson that falls within the selected unit of study,
respond to the prompts below about your plan for academic instruction for the whole
class.
1.
At what point in the sequence of the unit is this lesson? Put an X next to one:
___at the beginning of the unit of study
_X__between the beginning and the end of the unit of study
___at the end of the unit of study
2.
List the state-adopted academic content standard(s) for students you will
address in the lesson.
Reading
*1.3 Read fluently
*1.6 Use context
*2.2 Connect with prior knowledge
*2.3 Identify answers in text
* 2.4 Make and modify predictions
*3.1 Distinguish literature forms
*3.3 Determine character traits
Language Arts
*1.2 Relate to prior experiences
*1.3 Respond to questions
* 1.5 Organize ideas
3.
What is (are) your academic learning goal(s)? What specifically do you expect
students to know or be able to do as a result of the lesson?
Students in third grade will identify folktale elements in the selection.
Students in third grade will make inferences to explain a story character’s behavior.
Students in third grade will identify the steps and sequence words in a set of
directions.
Students in third grade will identify elements of fantasy and realism in a folktale.
4.
How is (are) your academic learning goal(s) related to the state-adopted
academic content standards for students?
The learning goals are related to the state-adopted academic learning content
standards for students, because they address the content standards listed above. This
is a standards based lesson. For example, students first use clues form the text to
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
identify vocabulary words and their meanings. When reading the folktale, students
make inferences about different character’s behavior, make predictions, identify
what parts of the story show realism and fantasy, and relate to prior experiences they
have had reading folktales. As we proceed to the end of the lesson, students are able
to answer questions based on the information from the folktale.
5.
How will the content of the lesson build on what the students already know
and are able to do?
The content of the lesson will build on what students already know by using their
prior knowledge of incredible stories. Students are working on a theme of stories
that deal with incredible stories. During previous lessons students used the skills of
making inferences and predictions while reading, using context clues to answer
questions orally, and determining character traits. Students will continue to work on
these skills while reading The Mysterious Giant of Barletta.
6.
How will the content of the lesson connect to the content of preceding and
subsequent lessons?
The content of the lesson connects to the content of preceding lessons;
because the concept of fantasy and realism is seem throughout the unit of study for
the literary theme of incredible stories. This concept is also seen in other subject
matters throughout the day. For example, the students are studying the artist
Picasso. When studying his artwork, the students have to identify if his paintings
show fantasy or realism, and then explain their reasoning.
7.
What difficulties do you anticipate students could have with the lesson content
and why?
The difficulties I anticipate students may have with the lesson are identifying which
parts of the story show realism and which parts show fantasy, if they are unfamiliar
with the vocabulary words used in the folktale. Also students may have trouble
decoding the Italian words and other unfamiliar words.
8.
What evidence will you collect during the lesson and/or at the end of the lesson
that will show the extent to which the students have learned what you
intended?
I will collect a story pamphlet from the students at the end of the lesson. This will
include the title of the story, main characters, setting, genre, speaker, summary,
review letter and depth icons. Also at the end of the lesson a formal assessment will
be given to students to check their reading comprehension of the story.
9.
Think about how you will sequence your instruction of the academic content
to be covered in this lesson. Describe your plan for instruction in the order in
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
which it will be implemented. Address each of the following and provide a
rationale for each of your decisions:
Communicating the academic learning goal(s) to the students
Instruction Plan
First, I will communicate the
academic learning goals to the
students by telling them what we
will be learning. I will review with
them that we have been reading
stories that deal with the theme
incredible stories. I will introduce
the folktale The Mysterious Giant of
Barletta and tell students that we
will be looking at the parts of the
story that show its realism and
fantasy, make believe.
Rationale
This is important because the
students need to know what they are
doing. When students understand
what they are doing and why, it
makes the lesson more meaningful.
Instructional strategies
Instruction Plan
Next, I as the teacher will instruct
and guide the students through
activities. I will lead the students
through the read aloud of the
folktale The Mysterious Giant of
Barletta and serve as a guide to help
the students understand the folktale.
Rationale
The instructional strategies must
come before the student activities.
Students need guidance in what they
are doing. Teachers are a guide and
model during instructional strategies.
Through the modeling, students see
what is expected of them when they
are working independently.
Student activities
Instruction Plan
The students’ activities come next.
The students will now practice what
the teacher has modeled. The teacher
will model an appropriate summary
and review letter of the folktale as a
critic. After teacher sees that
students understand the lesson
presented, students will work on
their pamphlets and include: the title
of the story, main characters, setting,
genre, speaker, summary, review
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Rationale
Practice should always come after the
modeling. Students get the
opportunity to see what is expected
of them through teacher modeling. It
is important to allow students the
opportunity to practice what they
have been taught. The student
activities must be monitor to be sure
the lesson is understood.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
letter and depth icons.
Student grouping
Instruction Plan
This lesson will be present to the
whole group, after students come
back to their seat from their three
separate reading groups. The
modeling of completing the reading
pamphlet is presented to the whole
group.
Rationale
This lesson is presented to the whole
class, because the introduction of the
lesson involves all members of the
class. The teacher models how to
complete the necessary parts of the
reading pamphlet. This is presented
to the whole group, so students will
be able to complete their own
pamphlets using the strategies seen.
Materials, technology, and/or resources, including the use of instructional
aides, parents, or other adults in the room
Instruction Plan
Every student will have his or her
own Houghton Mifflin Reading
book with the story The Mysterious
Giant of Barletta. During the
reading of the story the students will
break up into three reading groups:
with the master teacher in charge of
the gate group, an instructional aide
in charge of the second group, and
another instructional aide in charge
of the third reading group. After the
reading groups all read, the students
will all be seated and the mater
teacher will pass out the reading
pamphlet materials necessary. The
pamphlet will be used to assess
student learning.
Rationale
Breaking the class up into smaller
reading groups will allow students to
receive the adequate help needed for
them to succeed. With a smaller
student to teacher/helper ratio, this
will allow more one-on-one time for
students to get any extra help,
clarification, or even allow time to
challenge student thinking.
Progress monitoring of student learning
Instruction Plan
St Student progress is monitored by
different assessment strategies.
Students will be informally
assessed through observation, oral
response to reading questions, and
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Rationale
Having various different strategies
for monitoring student progress will
help reach the lesson goals. The only
way to measure if the goal is met is
through assessment. Different types
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
through their completion of the
reading pamphlet. Formal
assessment such as tests will be
used at the end of the lesson to
measure students’ reading
comprehension.
10.
of assessment give a more accurate
account to measure the goal. This
will include formal assessment,
informal and authentic assessment.
Given the difficulties you anticipate students could have with the content, what
additional steps would you take to foster access and comprehension for all
students?
Based on the difficulties I anticipated students to have, I would review vocabulary
words with all of the students before reading the folktale. I will write the vocabulary
word on the whiteboard and show a picture of the word or a real life example as a
visual. For example, for the vocabulary word statue, I would brig a real statue for
students to see visually and be able to touch. Also, when coming across the Italian
words I the story I will say them and have students repeat the correct way to say
them after me.
11.
How would you share the results of student academic learning with students
and families?
Students will receive feed back from their reading pamphlets and individually
reading comprehension tests. As a class, we will already have gone over the
pamphlet and test with the students so students will understand their scores.
Parents will also see their child’s progress when folders with the week’s work are
sent home, on Friday of the week.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Step 4: Lesson Adaptations for the Two Focus Students
Directions:
Consider what you have learned about the two focus students in Step 2 and the
implications for instruction that you identified for each of them. For the two students,
determine what adaptations you will make to this lesson that you have planned for the
whole class. Describe those adaptations for each of the two focus students. If you
determine that no adaptations are needed for a part of the plan for instruction, indicate
that decision. Complete the table below. In each box include:
 your decisions about lesson adaptations, and
 a rationale for those decisions.
Student 1: An English learner
1.
Academic learning goal(s) or your expectations of what the student should
know or be able to do as a result of this lesson.
ELD Standards
Listening and Speaking
* Restate and execute multiple-step oral directions
* Begin to be understood when speaking
Reading
*Apply knowledge of content-related vocabulary
*Understand and follow simple two-step directions
ELA Standards
1.7 Use clear vocabulary to communicate ideas and establish ideas
2.4 Recall major points in a text and make and modify predictions
These adaptations were made for the student’s academic learning goals because
they meet the needs of this English Language learner. She is labeled as Early
Intermediate, and these goals are all level EI.
2.
Evidence of student learning you will collect during the lesson and/or at the
end of the lesson
No adaptations are necessary because I will be collection the reading pamphlet like
I will be doing for the rest of the students.
3.
Communicating the academic learning goal(s) and/or expectations to the
student.
During the communication of the leaning goals I will use the Specially Designed
Academic Instruction In English (SDAIE) strategies of having a visual chart
showing examples of fantasy and realism.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
4.
Instructional strategies
As I read through the story with the student, I will pause and ask student to
summarize what has taken place so far in the story. I will have her look at the
pictures to help her make her predictions of what will happen next.
5.
Student Activities
I will have this students create vocabulary cards with the words form the story she
did not known the meaning of. On those vocabulary cards the student will write the
vocabulary word, draw a picture of the word, write the meaning, and give an
example of the word. Student will also do the summary part of the pamphlet.
6.
Student grouping
This student will be place into a reading group like the rest of the students.
7.
Materials, technology, and/or resources, including the use of instructional
aides, parents, or other adults in the room
This student will use the same materials as the rest of the third graders. I will have
a peer helper allowed to assist this student. The peer tutor will be fluent in Spanish
and English.
8.
Progress monitoring of student learning
No adaptations are necessary because I will monitor student work by different
forms of assessment, like the rest of the class.
9.
Sharing results of the student learning with the student and/or the family
Student will receive feed back from their reading pamphlets and individually
reading comprehension test like the rest of the students in class. Parents will also
see their child’s progress when folders with the week’s work are sent home, on
Friday of the week. This letter will be written in Spanish for her parents reading.
Student 2: A student who presents a different instructional challenge
1.
Academic learning goal(s) or your expectations of what the student should
know or be able to do as a result of this lesson.
No adaptations are necessary because this student will be able to meet the entire
academic learning goals that are expected for the rest of the class.
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Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
2.
Evidence of student learning you will collect during the lesson and/or at the
end of the lesson
No adaptations are necessary because I will be collection the reading pamphlet like
I will be doing for the rest of the students.
3.
Communicating the academic learning goal(s) and/or expectations to the
student.
I will communicate the academic learning goals to this student the same way as the
rest of the students, as a whole group. Also this student has an instructional aide that
will be able to work with him one-on-one to clarify any instructions that are not
clear to the student. This student is capable of completing the same work as the rest
of the students, so that is what will be expected.
4.
Instructional strategies
No adaptations necessary for this student.
5.
Student Activities
The students will complete the reading pamphlet like the rest of the third graders
after reading the folktale. He is capable of doing the same work with out any
adaptations, so no adaptations will be made.
6.
Student grouping
This student will be placed into a reading group like the rest of the students.
7.
Materials, technology, and/or resources, including the use of instructional
aides, parents, or other adults in the room
This student is using the same materials as the rest of the third grade students. He
does have his own personal instructional aide that works with just him the entire
day.
8.
Progress monitoring of student learning
No adaptations are necessary because I will monitor student work by different
forms of assessment, like the rest of the class.
9.
The student and/or the family
Communication with his mother is made daily when she picks him up at the gate
after school. If any issues need to be address or information transferred, this is the
time the communication between the teacher and parent is usually done.
CA TPA
August 2005
18
Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
CA TPA
August 2005
19
Task 2: Connecting Instructional Planning to Student Characteristics for Academic Learning
Step 5: Reflection on Connecting Instructional Planning
to Student Characteristics
Directions:
Read your responses to the prompts in Steps 1-4. Think about what you have learned in
Task 2 about the characteristics of the two focus students, your instructional planning for
the whole class, and your adaptations for the focus students. Respond to the prompts
below:
1.
What information that you collected for the whole class and/or for the two
focus students most influenced your planning for this lesson? Why?
Determining the needs of the students in my class had the most influence on my
planning for the lesson. Looking at the students’ learning disabilities, special needs,
handicaps, English Language abilities, and giftedness allowed me to determine if
any modifications needed to be made to the instruction. Becoming aware of my
students’ needs will allow me to be able to teach every student to the best of my
ability. Also entry-level assessment influenced my planning for this lesson. Knowing
whether or not my students possessed the prerequisite skills and knowledge expected
at their grade level. This allowed me to plan based on what students know and
understand of the content of the standards I am planning to teach for this unit of
study.
2.
How will you use what you have learned in regard to connecting instructional
planning to student characteristics in the future? In your response, you may
address collecting student information and/or planning instruction based on
student information.
In the future, I will connect instructional planning to student characteristics. There
are going to be a diverse group of students in my classroom and my goal is
Universal Access, to meet the needs and reach all my learners. I will use literature
to relate to students’ cultural differences and backgrounds. I will also use a verity of
teaching methods that meet the needs of English Language learners, those with
disabilities, those who are gifted. I will use special modifications and techniques to
meet the needs of all learning abilities such as: auditory learners, visual learners, and
kinesthetic learners.
CA TPA
August 2005
20