I plan my units using backwards design. When using backwards design, I start by creating longterm unit goals. Once I have my unit goals, I then begin to narrow down what standards and objectives I will focus on throughout that unit. All of my unit goals and objectives are based off of national, state and district standards. I use assessments to show that I am meeting my standard based goals and objectives.
Self Assessment: Target - I achieved this standard by creating unit block plans that not only list my short term objectives but also list my long term objective as well. The unit plan also lists tasks and assessments that support my lesson and unit objectives.
During the planning process, I always account for adaptations and modifications. When I first start teaching, I plan and implement general modifications that assist students to meet my objectives. Once I get to know my students, I understand their various ability levels and find out their learning style. I refine my adaptations and modifications to better suite their needs.
Self Assessment: Target - I achieved this standard by always planning lessons that align with my objectives and modifying my tasks to meet the needs of my students.
I use developmental analysis charts to create active, fair and equitable learning experiences. Each level has an extension, refinement that reinforce the cues, and application to help guide skill practice. Developmental analysis charts allow me to plan tasks for all skill levels and help me find the best route to help students learn and grow.
Self Assessment: Target - I achieved this standard by ensuring all of lessons, all of my tasks, are developmentally appropriate. I make sure that I have tasks available that are above and below the age range to make sure I can accommodate all of my students, regardless of skill level.
Lessons need to have a great deal of adaptations and modifications for all students. Whether it is a cognitive, behavioral or physical disability, students need to be taught to their maximum level of learning. It is important not to limit the level of difficulty when creating an adaptation or modification in to a lesson.
Self Assessment: Target - I achieved this standard by taking a preexisting activity and modifying it for a student who had hearing loss. Instead of listening to a video recording, she was able to read the narrative at her own pace. Other students were still able to watch and listen to the die but they also had the option to read the modified activity cards.
I love incorporating technology in to my classroom. Technology, when used properly, allows students to be more engaged and take ownership of their learning. I find unique ways to incorporate technology so that it is developmentally appropriate and that doesn't hinder student learning.
Self Assessment: Target - I achieved this standard by creating a QR code based choose your own adventure game. This game is a fitness activity that allows students to choose which characters they can find, doing various movements and activities in the process. This game is all student driven.
I am always looking for new ways for students to reflect and analyze their performance. During my hockey unit at Jackson Elementary, we focused a great deal on teamwork and communication. I created a hockey themed affective assessment that asked students to reflect on how they performed as a teammate and why teamwork and communication are important.
Self Assessment: Target - I achieved this standard by allowing students numerous opportunities to engage using many of the metacognitive strategies. I have students reflect on their knowledge of a subject and relate it to their actions or performance.