3B DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS
The teacher has a repertoire of instructional strategies and makes use of the strategies to make modifications to lessons as needed. The teacher differentiates instruction based on learner characteristics and achievement data.
ELEMENTS AND INDICATORS OF PERFORMANCE
Lesson Adjustment
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
ELEMENTS AND INDICATORS OF PERFORMANCE
Lesson Adjustment
- The teacher accurately observes the actions and reactions of the students as the lesson is being implemented.
- The teacher adjusts his or her plans and pacing based on students needs and progress through the lesson.
- Adjustments to the lesson occur smoothly.
- The teacher enhances learning by building on a student’s interests and/or talents.
- Spontaneous events within a class are used to enhance understanding of the content.
- The teacher seeks effective approaches for students who need help in their classes.
- The teacher uses his or her repertoire of strategies to assist the students in learning.
- The teacher is knowledgeable of and solicits resources from the school and/or community.
INFORMATION
ARTIFACTS
- Lesson Plans
- Revised Instructional Activity
- Regular Formative Assessments
- Examples of student/teacher homework contracts
- Examples of teacher-initiated help for particular students
- Examples of how modifications/accommodations are used for a particular assignment/activity/assessment
- Different classes may have the same learning objectives, but will be taught in different variations.
- Teacher will restate information if they feel the learner is not achieving the desired results.
- Teacher may breeze through a topic if the class has reached their objective, while another class may not.
- A lesson may be scratched if it is not achieving the desired goal. This will result in a lesson that is vastly different from the original, but more effective.
OBSERVABLE EVIDENCE
- Teacher is willing to adjust a lesson to guarantee learning
- Teacher seizes on a “teachable moment”
EXAMPLE GOALS (S.M.A.R.T.)
- I will plan strategies to differentiate lessons for each class based on formative and summative assessment data.
- I will be more cognizant of adjusting instructional plans to meet the needs of student curiosity and/or interest. I will document my thoughts in a professional journal.
GUIDING QUESTIONS
- What would you do if the lesson seems rudimentary for one class and challenging for another?
- How will you prepare a lesson that may require several “mini-lessons” in order to meet the variety of student needs in your classes?
- If your lesson starts to fail how will you reteach?
- What are your strategies to make sure students are learning?
- How will you guide the class if they are not learning at the desired pace?
RESOURCES