INTASC Standards

Standard #1: Learner Development- The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

 
These are parts of a comprehensive case study that I created during student teaching. The goal of the case study was to recognize and analyze behavior and
 
academic patterns of a student, and develop a plan that included goals for the student. As a part of the case study, I also conducted a sociogram mapping the
 
social relationships between students in the classroom.
 
*Disclaimer- the name used in the case study and IEP is a fictitious name in order to protect the identity of the student*
 
Individulized Educational Plan
Positive Behavior Support Plan
 Sociogram chart
 
Below is a picture of a glyph project I did with my 1st graders in honor of Spring and Easter! A glyph is a symbol that conveys information nonverbally.  Glyphs may be used
 
in many ways to get to know more about students.  They are extremely useful for students who do not possess the skill to write long, complex explanations. Reading a glyph
 
and interpreting the information represented is a great skill! Students must be able to analyze the information presented in visual form in order. The class should be able to
 
look at a finished creation and be able to tell you about the person who made it. This is a great activity for a teacher to get inside the mind of their student's and see their
 
perception of an image. In order to decode the picture and know who's glyph is who's, students need to analyze the data. A twist a concept involving math sense, a great
 
way to introduce hieroglyphics as well!
 

 
 

Standard #3: Learning Environments- The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

In my first grade student teaching placement, I enforced a number of management strategies to encourage appropriate classroom behavior, being a responsible learner, and promote active participation in the classroom. Below is a photo of a poem that students recited every morning before beginning the school day. The school uses a clip system, where all students start on "Green", "Ready to Learn" or any variety of the such. Students have the opportunity to move their clip up for outstanding behavior, but can also move their clip down for not following the rules of the classroom and/or school. With each downward move of their clip, there is a consequence (losing time at recess, a note home, office referral etc.) This system along with the ticket economy system in the classroom, allowed students to become externally motivated to follow the rules of the leaning environment. In order to promote particpation and a supportive learning environment, students received tickets for answering questions, thinking above and beyond, and not having to move their clip throughout the day. At the end of each day, students put their tickets into a container, and five tickets were pulled at the end of the week to receive a prize. (During the money unit, students had the opportunity to earn money, instead of tickets, to use in the classroom store! How fun!!)

 

 

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

During the unit on money, the students had the opportunity to earn money during the day, and use their money at the end of the day to shop in the classroom store. Photos of the store are also attached. Students had to make economic decisions involving the spending or saving of money, as well as be able to count out the amount of money needed for their purchase. Having to count their money in order to shop in the store provided the students the opportunity to practice their money skills.

 

Standard #7: Planning for Instruction - 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.
 

Below are links that lead to a few lesson plans I have created during my student teaching placements. These lessons are aligned with state standards, as well as are formatted in a sequential order that allows for modeling, guided practice, and independent work. Some of the lessons were made for students to work individually, while others incorporate collaborative work.

Odds and Evens Lesson Plan

Problem Solving with Time

Value of Coins Lesson Plan

 

Standard #8: Instructional Strategies- The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Below are a few links that lead to lesson plans that I created to use in my special education student teaching placement. Each lesson plan is created to be used in a small group setting. Many of these activites are fun, and presented in the form of a game. The students aren't even aware that they are learning because they are having fun! These lessons allow the opportunity to practice and strengthen skills that are important to apply in their reading.

Alphabet Memory Game Lesson Plan
Clip-A-Letter Lesson Plan
CVC words Lesson Plan
High Frequency Word Memory Game Lesson Plan
Letter Recognition Lesson Plan
Letter-Sound Dominoes Lesson Plan