The purpose of the instructional planning standard is to ensure that teachers construct lessons in a way that best benefits their students and encourages content mastery. Using collected student data allows teachers to plan lessons that are not only aligned with the school curriculum, but are differentiated, ensuring that the needs of each student are addressed. The primary goal of the standard is to ensure that educators can provide students with the skill-set and resources needed to foster academic success. Determining a teachers’ proficiency to construct effective lessons, congruous to the students’ development is the central objective of the instructional planning standard.

Student Learning Data

In order to make informed decisions while planning lessons and units of study, teachers use student learning data. In order to gather the data, teachers may employ both formative and summative evaluations. Formative assessments may include KWL charts. KWL charts allow students to brainstorm what they know and formulate their own questions. I have used the information gleaned from KWL charts to design my lessons.  Another example of a formative assessment, is an exit slip. I have included exit slips into  many of my lessons. Exit slips provide feedback on student understanding. Having formative data, allows a teacher to guide instruction throughout the unit.
Summative assessments are formal assessments that may take place before a unit, as a pre-test, or after the unit, as a post-test. When evaluating a summative assessment, the teacher is drawing conclusions from the data by comparing the mastery of the student to benchmarks and standards.

To view an informal formative self-assessment that my students completed after a math lesson, click here.

To view a summative assessment I used for a social studies unit, click here.

To view a unit I have created, click here.
The slideshow below contains pictures from my unit:

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Differentiated Instruction

Incorporating differentiated instruction into lesson plans ensures that teachers are able to meet the needs of all students within the classroom. Providing instruction and activities that are differentiated ensures successful learning for students at every level. While planning, I think about the needs represented in my classroom and offer accommodations. I provide appropriate accommodations including manipulatives, modified activities and worksheets, and touch math.

I have included an example of a writing assignment that I differentiated for my upper and lower groups.

Curriculum Alignment

Being aware of student learning needs as well as curriculum alignment is essential. The Department of Education outlines specific standards by grade level and subject for students to master. Using curricula set by the Department of Education, and the individual school, teachers are ensuring that students learn content that is appropriate for their age, grade level and subject matter. While student teaching, I incorporated the standards of learning set by the VDOE into all of my lessons and units. When planning for the following week, I would ensure that the SOL for each subject area was documented at the top of my lesson plan. While planning, I refer back to SOLs and the curriculum framework.

To view a week of plans (East Salem Elementary format), click here.

To view the curriculum framework I consulted for second grade science lessons, click here.

The slideshow below contains pictures of my organizational techniques:

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