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Planning For Instruction

InTASC Standard #7 -- The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Introduction

PFI: Introduction

Planning for instruction is a dynamic part of my pedagogy that is always being refined with each year of new students, classes, and curriculum standards. In order to do this successfully, there is a lot of prerequisite information about the content being taught, the curriculum and state standards, as well as learners needs and preferences that must be digested and intentionally integrated into long range, unit, and daily lesson plans for me to deliver the best possible learning experiences and instruction for my students. Once I evaluate the state standards and personal content knowledge is used to develop the most effective order of disseminating units within a long range plan, I begin carefully crafting each unit plan to meet every substandard topic for that unit. Unit planning, however, does little in terms of effective, rigorous daily teaching and instead serves more as a guide connecting weeks between units within the long range plan. Daily lesson planning begins with backwards planning. I ask myself, "what is it do I want my students to learn through the teaching of this lesson?" Then the question of, "what strategies am I going to use to teach this to all students?" arises. Once this is decided, I consider accommodations and differentiation for students who require or would benefit from it and begin creating a lesson which effectively teaches the knowledge, skills, and understandings which will not only prepare my students academically, but also inspire them personally.  

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Below are three sections detailing my effectiveness as a teacher when it comes to instructional preparation. Please click on a section link below to learn more about how I prepare my students for success through planning for instruction. 

Conclusion

PFI: Conclusion

Planning for instruction, whether long-range, per unit, or daily lessons, is the most responsible task I can achieve as a teacher for my students. Without the diligence and commitment to planning every year, unit, and lesson for my students, their education and futures would be at stake. It is only through planning for the instruction of content by creating learning experiences that are appropriate for curriculum goals and content standards, can I begin to secure their futures through knowledge and excitement about learning just a little more each day. The evidence provided in this section is a display of that commitment and my ability to plan instruction which meets my learners where they are through understanding who they are, what their needs are, their individual differences and abilities in order to enhance each of my learners' experiences so that they feel comfortable demonstrating their knowledge and performing their best on assessments which guide our instruction, together as a classroom. My ability to understand, ingest, digest, sequence, prepare, and provide year-long, unit, and daily lesson plans for my students is a commitment which I will continue to uphold, day in and day out to understand where my students are achieving but also where they are struggling, to toss out what isn't working and strengthen what does, and to develop individual achievement plans to get them back on track for significant academic growth and personal success inside of my classroom. However, without planning, none of this would be possible. 

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