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Home > Planning Instruction

Planning Instruction

The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Standard: 1. Case Teacher Licensure Mission: The mission of the Case educator preparation unit is to prepare Proactive Scholar-Practitioners who demonstrate thorough content and pedagogical knowledge; skill in instructional planning, delivery, and assessment; and dispositions consistent with the principles of commitment, collaboration, and creativity. We define Proactive Scholar-Practitioners as educators who, upon entering the teaching profession, demonstrate through their performance in instructional contexts:
Indicator: superior skill in creating optimal learning environments, in assessing and monitoring individual student performance and instructional effectiveness, in adapting instruction to accommodate changing student performance including effective application of technology, and in communicating effectively and working collaboratively with students, families, and co-workers (Practitioner)
Standard: 3. Case Teacher Licensure Philosophy and Belief System: Case prepares educators to be Proactive Scholar-Practitioners. A shared set of core beliefs about teachers, learners, and the learning process unifies the educator preparation programs at Case, and can be summarized as follows:
Indicator: Effective learning is characterized by understanding and is evidenced by the learner's ability to apply knowledge and skills in novel situations (Gardner, 1991).
OH- Ohio Standards for the Teaching Professions
Standard: Standard #4: Instruction Teachers plan and deliver effective instruction that advances the learning of each individual student.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 7: Planning Instruction: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Area 7.10: Knowledge
Standard 7.11: The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals.
Standard 7.12: The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.
Standard 7.13: The teacher knows when and how to adjust plans based on student responses and other contingencies.
Area 7.20: Dispositions
Standard 7.21: The teacher values both long term and short term planning.
Standard 7.22: The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.
Standard 7.23: The teacher values planning as a collegial activity.
Area 7.30: Performances
Standard 7.31: As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
Standard 7.32: The teacher plans for learning opportunities that recognize and address variation in learning styles and performance modes.
Standard 7.33: The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress.
Standard 7.34: The teacher creates short-range and long-term plans that are linked to student needs and performance, and adapts the plans to ensure and capitalize on student progress and motivation.
Standard 7.35: The teacher responds to unanticipated sources of input, evaluates plans in relation to short- and long-range goals, and systematically adjusts plans to meet student needs and enhance learning.
USA- Praxis II
Test Names: Test Names
Licensure Area: Music K-12
Test 0113: Music: Content Knowledge (contains listening section)
Content Category IV: Music Learning, K-12
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: II. Instruction and Assessment
Topic: B. Planning Instruction
Detail: 1. Techniques for planning instruction, including addressing curriculum goals, selecting content topics, incorporating learning theory, subject matter, curriculum development, and student development and interests
Detail: 2. Techniques for creating effective bridges between curriculum goals and students’ experiences
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain A - Organizing Content Knowledge for Student Learning
Criterion A1: Becoming familiar with relevant aspects of students' background knowledge and experiences
Criterion A2: Articulating clear learning goals for the lesson that are appropriate for the students
Criterion A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and content that remains to be learned in the future
Criterion A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resource that are appropriate for the students and that are aligned with the goals of the lesson

**Delete the prompt text below prior to entering your personal reflection and artifacts**



Reflection on the Learning Outcome
Use this area to reflect on your development as a teacher in relation to this outcome. What is your current understanding of this outcome? How have you grown and developed in relation to this outcome? What are your strengths? What are weaker areas that you need to continue developing? How do you plan to strengthen weaker areas? Why is this outcome important to your future success as a teacher?


Artifacts
Webfolio artifacts are "tangible evidence that indicate the attainment of knowledge and skills and the ability to apply understandings to complex tasks" (Campbell, Melenyzer, Nettles, & Wyman, 2000, p. 147). Artifacts, which may be in text, graphical, audio, or video formats, assist an assessor who is viewing your webfolio in understanding your present level of proficiency in relation to an outcome. Most artifacts in your webfolio will be developed as a part of courses, field experiences, and during student teaching. However, artifacts may exist from other situations in which you've developed knowledge, skills, and dispositions that relate to the Case Program Outcomes for Teacher Licensure students. Certain outcomes may have specific required artifacts (ask your Professors), but other student-selected artifacts can always be included in addition to those that are required.

To attach artifacts that provide evidence of your level of proficiency in this outcome, please do the following:

  1. Click the Edit button in the upper right hand corner of this template page. A new window will pop open in your web browser.

  2. Across the top of the new window will be a series of tabs. Click on the Attachments tab.

  3. In the attachments dialog box, provide a name for your artifact that is descriptive of it (WHAT is it?). Place the name in the Name file space.

  4. Next, reflect on how the artifact provides evidence for what you learned and how this leads to meeting the outcome (this answers the question SO WHAT?). This reflection should be approximately 2-3 paragraphs in length. You can type this directly into the Describe file area, or you may wish to compose it in a word-processing document and then copy and paste it into the Describe file area.

  5. Click the Choose File (Select file) button, browse your computer to find the file (artifact) you want to attach to this outcome, and choose it.

  6. In the bottom, right portion of the window, check your spelling (with the Spell Check button) and then click the Add File button to attach the artifact to this outcome.


References
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2000). How to develop a professional portfolio. Boston: Pearson Allyn and Bacon.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)