CSTP 3 Garcia 4

Download as doc, pdf, or txt
Download as doc, pdf, or txt
You are on page 1of 9

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. 4/29/19 4.28.20 connections and during instruction and
relevance to students. extend student learning.

When completing long One example of this is in a


range planning, I come up unit on the Industrial
with the unit objectives Revolution, I provided
and then the lesson students first with the
objectives. I then break unit objectives and
down these objectives so informed them of how
that I know the skills and they would be graded on
knowledge students need their summative
in order to be able to assessment. I had them
meet these objectives. I take guided notes on the
then plan out how I can concepts of capitalism,
help students to reach communism, and
these goals and how I can socialism. Students
check their progress practiced using the
towards reaching these academic vocabulary
goals (formative while reading texts from
assessments). The Adam Smith, Karl Marx,
objectives created are and Louis Blanc. Finally,
based on the California students participated in a
State Content Standards Socratic Seminar where
for Social Studies and the they argued for which
Common Core State economic systems were
Content Standards. As a most beneficial for
department, there are various groups of people.
certain goals we want our 4.28.20
students to reach at the
end of each year (9th,
10th, 11th and 12th grade
goals). When planning for
the year, I try to
determine which content
works best for students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


to practice and
demonstrate their use of
certain skills. 4/29/19
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. 4.28.20 levels of vocabulary,
knowledge of curriculum guidelines. 12/01/19 Provides explicit teaching academic language, and
student development Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching of essential vocabulary, language, text structures, directed goal setting,
ensure student of essential content idioms, key words with grammatical, and stylistic monitoring, and
understanding of vocabulary and multiple meanings, and language features to improvement. Guides all
subject matter associated academic academic language in ensure equitable access students in using analysis
language in single lessons ways that engage to subject matter strategies that provides
or sequence of lessons. students in accessing understanding for the equitable access and deep
Explains academic subject matter text or range of student language understanding of subject
language, formats, and learning activities. levels and abilities. matter.
vocabulary to support 4.28.20
student access to subject
matter when confusions
are identified. 12/01/19

The sequence and pacing I know that my students


of many of my lessons tend to do better in class
depends on the cognitive, and that research
social, and emotional supports a certain
abilities of my students. I amount of direct
mostly have sophomores. instruction of vocabulary
Many of the tasks we do at the beginning of a unit
are dictated by their age, of study. I often use some
maturity, and experience. sort of vocabulary opener
I will give them more such as this one where
time on certain tasks students can work
because I know that most collaboratively to see
of them have never done what words they know
that type of task before. I and which ones they
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


will scaffold instruction don't. I also keep a word
with organizers and step wall in my classroom so
by step instructions to that students can see
help reduce the cognitive what words were most
load of certain tasks. significant in each unit.
At the beginning of the They can also use the
school year, I sent out a word wall to go back and
student questionnaires so reference words from
I could better understand past units and apply
my students' prior those concepts to future
knowledge, experiences, units. 4.28.20
and interests.
Academic vocabulary is
taught at the beginning of
most lessons. Students
are taught the words,
practice saying the words
aloud, write down the
definition of the words,
are show pictures and
examples of the
words/concepts, and
then are asked to often
apply that concept.
12/01/19
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. 4/29/19 extend student
facilitate student
matter. 9/24/18 understanding. 4.28.20 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


I typically teach things in I will make adjustments I have begun to use
chronological order since to the order in which I simulation activities more
I teach history, but I teach concepts depending often in my history
sometimes will teach on what I've learned classroom by following
events thematically if it about my students' prior the method suggested
seems to make more knowledge. I might spend here. I have students
since for the students to less time on specific parts create a
have it taught that way. of the curriculum and character/identity at the
I will make connections more time on others beginning of a unit and
between my content and depending on what my then try to "follow" that
what is being taught in students already know character throughout the
the English (Ex: A Tale of and what they need to time period we are
Two Cities, Heart of take more time on. I will discussing. We explore
Darkness, etc.) or science sometimes flip the order how race, gender, social
classrooms (Ex: Isaac of the way I teach certain status, etc. impact the
Newton and the Scientific content to build suspense character's power,
Revolution). 9/24/18 and increase student privilege, experiences,
understanding. 4/29/19 and opportunities. At the
end of the unit, students
create profiles for their
characters on twitter and
we have a class
discussion where they
display what they've
learned. 4.28.20
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. 9/24/18 diverse learning needs. understanding knowledge of subject
4.28.20 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


I gather materials from Much of the material that
other teachers, SHEG, I gather and use from
Zinn Education Project, SHEG, Zinn Education
New York State Project, National
Curriculum, National Archives, etc. needs to be
Archives, etc. I use adjusted and adapted to
lessons from these fit the needs of my
various sources students. I might adjust it
depending on how well based on some of the
they fit with the scope of following things: their
my class. 9/24/18 prior knowledge, their
reading and skill level, or
their interests. I often
adjust the reading level of
academic articles based
on the reading levels of
my students. 4.28.20

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. 4/29/19 and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
4/29/19 subject matter. 4.28.20 equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs. 4.28.20
I have students create I provide students with
human timelines, perform both printed and digital
simulations of historical copies of texts so that
events, write "journals" students can decide
as if they were living in a whether or not they
specific time period, would like to mark up
pretend they are their text by hand or
archeologists trying to using the stylus on their
solve a variety of computer. Students select
historical mysteries, the option that works
come dressed up and best for their learning
ready to present as style. In giving the
various historical figures, students a digital copy of
evaluate and arrange texts, it enables them to
primary sources also choose to use the
according to their free read-aloud text-to-
significance. speech add-on. I worked
I use a variety of with some of my hard of
materials to help students hearing students as well
engage in these types of as some of my students
activities. I provide with dyslexia to
students with the determine which digital
worksheets and other text-to-speech option was
materials to help them their preferred choice. I
participate. then taught all of my
Students often use their students how to
school provided download and use the
computers. They use my read-aloud add-on. This
printer to print materials. works well for students
I provide students with who have difficulty
markers, pens, paper, processing written
glue sticks, scissors, language or even ELL
erasers, staplers, and students who would
chargers as needed. benefit from hearing the
4/29/19 pronunciation of certain
words. 4.28.20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. 9/24/18 reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
3.6 Addressing the learners’ performance to development to support content goals.
needs of English identify gaps in English English learners.
learners and student language development. Develops and adapts
with special needs to Provides adapted 4.28.20 Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access content. Attempts to scaffold standards-based support for language and and elimination of
9/24/18 content using visuals, instruction using literacy content for the range of scaffolds based on English
models, and graphic strategies, SDAIE, and English learners. learners’ proficiencies,
organizers. 4.28.20 content level English knowledge, and skills in
language development in the content.
order for students to
improve language
proficiencies and
understand content.
I am in constant I have worked with our
communication with our ELD teacher to compile
ELD teacher, gathering information about each of
information on my ELL our ELL students.
students. All of my ELL I use this information in
students speak Mandarin addition to information
as their primary and data I have gathered
language. I get most of my from communicating to
English language the students and
proficiency data from the assessing their reading,
ELD teacher. writing, and speaking
I provide the ELL abilities throughout their
students with videos, time in my class.
readings, and graphic I provide scaffolding
organizers ahead of time often in the form of
to help them tackle graphic organizers. I
difficult content. 9/24/18 provide videos with
subtitles and give my ELL
students access to
materials (readings,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


videos, worksheets, etc.)
before the rest of the
students. I provide my
ELL students with extra
resources to help front-
load some of the
information. 4.28.20
Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
12/01/19 instruction. 4.28.20
Attends required meeting Communicates and Communicates and
with resource personnel Communicates regularly collaborates with collaborates with
and families. Cooperates with resource with resource personnel, colleagues, support staff, resource personnel, para-
3.6 Addressing the
personnel, para- para-educators, and and families to ensure educators, families,
needs of English
educators, and families families to ensure that consistent instruction. leadership, and students
learners and student
during meetings and student services are Supports families in in creating a coordinated
with special needs to
activities in support of provided and progress is positive engagement with program to optimize
provide equitable
learning plans and goals. made in accessing school. success of the full range
access to the content
12/01/19 appropriate content. of students with special
Learns about referral 4.28.20 Initiates and monitors needs.
processes for students referral processes and
with special needs. Seeks additional Refers students as needed follow-up meeting to Takes leadership at the
information on struggling in a timely and ensure that students site/district and
learners and advanced appropriate manner receive support and/or collaborates with
learners to determine supported with extended learning that is resource personnel to
appropriateness for documented data over integrated into the core ensure the smooth and
referral. 12/01/19 time, including curriculum. effective implementations
interventions tried of referral processes.
previous to referral.
4.28.20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating


I speak with resource I continue to collaborate
personnel (Special with my colleagues in the
Education instructors and Special Education
SST coordinator) weekly Department on a weekly
about strategies to help basis to provide students
my students and provide with support. I regularly
the support they need. attend IEP meetings and
I reach out to teachers use the research
who have the same presented by the school
students to see what psychologist in order to
strategies they might be inform my practice and
using and if they've suggest appropriate
experienced success accommodations. I use
using any of them. our learning management
I provide system, Schoology, to
accommodations listed keep track of all student
for students with 504 and accommodations. 4.28.20
IEP plans including
providing notes,
manipulatives, extra time,
preferential seating, etc.
ELL students are able to
demonstrate their levels
of understanding in
different modes if needed.
I attend IEP and 504
meetings to help provide
information about
student performance.
12/01/19

You might also like