USM Content Methods Workgroup

2012-2013

Cynthia Curry, , University of Southern Maine

InTASC Standard 7: Planning for Instruction

Performance Indicator / NETS-T/ NETS-S / Implementation Examples for All Content Areas / Resources & Materials for All Content Areas / Literacy-Specific / Mathematics-Specific / Science-Specific / Social Studies-Specific
(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. / 2. Design and Develop Digital Age Learning Experiences and Assessment / Examination of student IEP goals and accommodations
Examination of student 504 plans
Examination of English learners’ English Language Proficiency level (based on the ACCESS for ELLs assessment)
Unit:
Evidence of specific strategies, resources, and materials chosen in response to specific student needs and learning profiles / ContentStandards: ConnectingStandards-BasedCurriculumtoInstructionalPlanning (IRIS Center module)
CurriculumModification (Koga et al., 2009)
HowtodevelopalessonplanthatincludesEnglishlearners (Colorín Colorado)
UDLGoalSetter(CAST Teaching Every Student Tools and Activities)
ApplyingUDLtoLessonPlanDevelopment(CAST UDL online module)
Lessonplan: creatingindividuallearninggoalsforstudents (Horn, 2012 - The College Board)
Planningalesson: Setlessongoals (NCLRC)
Goal-settinglessonplan (DeSpirt, 2007)
Languageobjectives: ThekeytoeffectivecontentareainstructionforEnglishlearners (Himmel, 2012)
Chapter 3 of Teaching Every Student in the Digital Age (Rose & Meyer, 2002): WhyWeNeedFlexibleInstructionalMedia
CurriculumBarriersFinder(CAST Teaching Every Student Tools and Activities)
UDLSolutionsFinder(CAST Teaching Every Student Tools and Activities)
Thepromiseofaccessibletextbooks: Increasedachievementforallstudents (Stahl, 2009) / Mathematics intervention at the secondary prevention level of a multi-tier prevention system: Six key principles (RtI Action Network (Fuchs))
Meeting the curricular needs of academically low-achieving students in middle grades mathematics (Woodward and Brown, 2006)
UDL Principles and Practice: Grade 1 Mathematics (video with commentary)
UDLCurriculumSelf-CheckContentResources: Mathematics (Center for Applied Special Technology)
Formative assessment lessons from the Mathematics Assessment Project
Why and how to differentiate math instruction (NCTM)
Differentiating math through expeditions (Loken, 2008)
Differentiated Learning (NCTM) / Teaching science: meeting the academic needs of culturally and linguistically diverse students (Houtz, 2002)
Kaldenberg, E., Therrien, W., & Watt, S. (2011). Three keys to success in science for students with learning disabilities. Science Scope, 35(3), 36-39
(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill / 2. Design and Develop Digital Age Learning Experiences and Assessment / Within unit:
Evidence of strategic scaffolding, sequencing, and coherency within lessons and in the progression of lessons
Evidence of options for students to demonstrate knowledge and skill that are aligned with objectives
Evidence of varied methods and modes of expressions / HowtoOrganizeYourTeaching (Doing What Works)
Planningalesson: Structurethelesson (NCLRC)
What Works Clearinghouse Practice Guide (see Recommendation 1 - Space learning over time):Organizinginstructionandstudytoimprovestudentlearning / NCTM Lessons and Teaching (Elementary, Middle School, and High School Lessons and Resources) / Teachingwithlecturesanddocuments(National History Education Clearinghouse)
(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest. / 1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments / UsingStudentAchievementDatatoSupportInstructionalDecisionMaking(IES Practice Guide)
Lessonplanningforengagement(Baker, 2011 - ASCD Express)
Whatdrivesinstruction? (Prosise, 2011- ASCD Express)
Using Student-Achievement Data to Support Instructional Decision-Making (Hamilton et al., 2009)
Creating the path from engagement to achievement: A report on the 2009 High School Survey of Engagement (Mintz, 2010)
How to keep kids engaged in class (de Frondeville, 2009) / Assessing student interests and strengths (ReadWriteThink)
Seven practices for effective learning (McTighe & O’Connor, 2005)
(e) 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. / 5. Engage in Professional Growth and Leadership / PlanningforAllLearners (PAL) (CAST Teaching Every Student UDL Toolkit)
BuildingastrongBASEofsupportforallstudentsthroughcoplanning (Hawbaker et al., 2001)
EffectiveSchoolPractices: PromotingCollaborationandMonitoringStudents’ AcademicAchievement(The IRIS Center module)
Co-teaching: General and special educators working together (NICHCY, 2013)
Collaborative teaching: Are two teachers better than one? (EverythingESL.net)
Collaboration: A must for teacher in inclusive educational settings (IRIS Center (Lee)) / Collaboration of special education and mathematics teachers: Denver Public Schools (Paek, 2008)
(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning. / 2. Design and Develop Digital Age Learning Experiences and Assessments / Aquickchecklistforteachers (Sasson, 2007)
Enhancing Professional Practice: A Framework for Teaching, Chapter 6: Using the framework (Danielson, 2007)

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