Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
http://www.htsb.org/standards/teacher/
Indicator 7A: The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
This is an example of a curriculum on the novel Wonder by RJ Palacio I created specifically for my students based off their needs. The curriculum students were using was too advanced for my Special Education students so I made a completely new curriculum for them to meet each area of development in and out of the classroom. This curriculum helped students' cognitive, linguistic, social, emotional, and physical needs. This is especially important for students with disabilities as they are below grade-level in many areas and helps them to reach each standard according to their needs.
Indicator 7E: The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
This photo is a picture of techniques that were given at a teacher in-service day. During this in-service, we were taught different techniques and strategies to use while teaching an English Language Learner by and English Language Learner Specialist. A representative from AVID also taught these techniques (pictured above) to help us better understand student's learning as it helps us to dig deeper and to ask higher-level questions to enhance student learning and deepen their thinking. These techniques help us teachers create appropriate learning experiences and help to meet the unique learning needs of different students as they are engaging and minds-on. I used the KWLA Chart (page 3) throughout many of my lessons after the in-service for a period of 2 weeks. This helped me to better understand my student's thinking process and helped me to better plan my lessons as I learned of each student's needs beforehand.
Indicator 7J: The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
These pictures are an example of modified curriculum materials I created in order to fit each learner's needs. The pamphlet on the left is a finished brochure a student was able to complete (all that was given to them were the titles on the top). The pamphlet on the right is the pre-made differentiated pamphlet for those students that had a hard time creating their own brochure. This differentiated pamphlet had a fill-in-the-blank template so that students were able to keep up with the pacing of the lesson and to not fall behind. This pamphlet was responsive to student's strengths and needs and helped them each to reach the outcome at their different levels.
Indicator 7K: The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
This photo is a screenshot of my personal teacher website I have created and kept up with. On this website, many resources are found for each subject. These resources include lesson plans, websites, videos, vocabulary, techniques, technological tools, and strategies for each subject. These resources are all on one website that allow me to have easy access when referring to them and when planning for instruction to meet diverse learning needs.