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    CSTP 1 - Evidence

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    Nancy Camp
    The teacher provides evidence that they use various strategies to engage students and connect learning to their interests and prior experiences. This includes giving students getting-to-know-you worksheets to learn about their interests, talking to previous teachers, and incorporating topics students enjoy into lessons. The teacher also asks students to discuss meaningful life events and contexts to make the lessons more relevant. Various technologies and instructional approaches are employed to meet different learning needs, and the small class size allows close monitoring of students and adjustment of instruction as needed.

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    CSTP 1 - Evidence

    Uploaded by

    Nancy Camp
    64 views2 pages
    The teacher provides evidence that they use various strategies to engage students and connect learning to their interests and prior experiences. This includes giving students getting-to-know-you worksheets to learn about their interests, talking to previous teachers, and incorporating topics students enjoy into lessons. The teacher also asks students to discuss meaningful life events and contexts to make the lessons more relevant. Various technologies and instructional approaches are employed to meet different learning needs, and the small class size allows close monitoring of students and adjustment of instruction as needed.

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    CSTP 1 - Evidence

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    The teacher provides evidence that they use various strategies to engage students and connect learning to their interests and prior experiences. This includes giving students getting-to-know-you worksheets to learn about their interests, talking to previous teachers, and incorporating topics students enjoy into lessons. The teacher also asks students to discuss meaningful life events and contexts to make the lessons more relevant. Various technologies and instructional approaches are employed to meet different learning needs, and the small class size allows close monitoring of students and adjustment of instruction as needed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    64 views2 pages

    CSTP 1 - Evidence

    Uploaded by

    Nancy Camp
    The teacher provides evidence that they use various strategies to engage students and connect learning to their interests and prior experiences. This includes giving students getting-to-know-you worksheets to learn about their interests, talking to previous teachers, and incorporating topics students enjoy into lessons. The teacher also asks students to discuss meaningful life events and contexts to make the lessons more relevant. Various technologies and instructional approaches are employed to meet different learning needs, and the small class size allows close monitoring of students and adjustment of instruction as needed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Standard Element Source of Evidence Evidence that might

    demonstrate that standard

    1.1 Using knowledge of students Documentation I give out “Getting to Know You”
    to engage them in learning worksheets at the beginning of the
    (EXPLORING) school year. I use these forms to
    engage students more during lessons.
    For example, I have a student who
    wrote that he doesn’t like math, but he
    loves sports. I now try to incorporate
    sports into Math lessons. For example,
    3 bags of soccer balls with 2 balls in
    each bag when teaching
    multiplication.

    I’ve already adjusted a bit of the math


    lessons based on some quick
    assessments I’ve done. Subtraction
    and regrouping, for example, is
    something I noticed a lot of students
    struggle with so I plan to reinforce
    that concept all year. 9/25/21

    1.2 Connecting learning to Documents Before the school year


    students’ prior knowledge, begins, I read each student
    backgrounds, life experience,
    Nile. I also go and talk to
    and interests (EMERGING)
    their previous teacher to
    gain insight into their
    behavior, prior knowledge,
    family life, friend group
    issues, and interests.
    9/25/21
    1.3 Connecting subject matter to Classroom Discussions We do “Word of the Day”
    meaningful, real-life contexts each morning and. After I’ve
    (EMERGING)
    gone over the meaning of
    the word, I ask them a
    personal question using that
    word. For example, last
    week one of the words was
    signiNicant. I asked students
    to share a signiNicant event
    in their life. Sometimes I
    have them journal their
    answers so that those who
    don’t like to raise hands can
    still participate. 9/25/21
    1.4 Using a variety of Classroom Observation & We have iPads that I utilize
    instructional strategies, Lesson Plan involving rotations during Math rotations. We use
    resources, and technologies to a program called IXL which
    meet students’ diverse learning allows them to go at their own
    needs (EMERGING) pace. If there is a section that
    they are not able to pass, they
    have to go back and do it again.
    I get an email update every
    Friday that gives me a detailed
    summary for each student
    about what questions they
    were asked, how many they got
    right/wrong, and which areas
    they need to practice more.
    9/25/21
    1.5 Promoting critical thinking Classroom Discussions I’m working on this one….
    through inquiry, problem solving, I’m trying to Nigure out the
    and reflection (EMERGING)
    correct questions to ask
    students in order to get
    them to think critically and
    access prior knowledge. I do
    try to connect previous
    lessons or things we’ve
    talked about before so that
    they can start to see the
    connections. 9/25/21
    1.6 Monitoring student learning Student Work & Classroom Thankfully, I only have 16
    and adjusting instruction while Observation students in my class so I am
    teaching (EXPLORING)
    always able to get around to
    everyone in the class that
    needs help. Pairing students
    together makes it even
    easier to make sure I get to
    everyone in the classroom.
    Then they have another
    person to bounce ideas off
    of. This can be helpful for
    the students who have a
    hard time getting started.
    Partner work has been very
    effective in my class. So
    much so, that sometimes
    they don’t need my help at
    all.

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