Standard 2: Student Learning, Growth, and Development. The Teacher Candidate understands how students learn, develop and differ in their approaches to learning. The Teacher Candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development. Representing Indicator: 2.4 Differentiated Lesson Design 0-The Teacher Candidate does 1-Emerging Candidate: The 2-Developing Candidate: The 3-Skilled Candidate: The 4-Exceeding Candidate: The not possess the necessary Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate is able to Teacher Candidate adapts and knowledge, therefore, the articulate necessary knowledge articulate the necessary articulate necessary knowledge develops the lesson according to standard is not evident or is but does not demonstrate in knowledge and demonstrates in and demonstrates in the teaching environment/student effectively incorrect in performance. performance. performance with some success. performance. response (all descriptors in the skilled candidate (3) column must be met at least as well as Expected of performance one descriptor below) by end of the student teaching semester. Makes no attempt to Describes the possible Varies activities within Designs and Designs and utilizes a differentiate content, ways to adjust a lesson but does not implements a lesson blend of whole-class, process, product, or instruction based on intentionally consider that intentionally varies group, and/or individual environment. student differences. student differences. one or more of the instruction. following with purpose: Is unaware of students’ Acknowledges student Uses knowledge of the content, process, Uses strategies linked background knowledge demographics but does class overall to meet product, and/or to the different needs and/or learning needs. not consider during needs. environment. and attributes of lesson implementation. students for Makes no attempt to Incorporates some Uses knowledge of differentiation in differentiate to meet Describes possible instructional strategies students to meet teacher presentation and student needs. differentiation to meet needs of some individual needs student response. strategies to meet students. including student needs. accommodations and Recognizes student modifications as needs in the moment needed. and adjusts teacher presentation and/or Designs and utilizes a student groupings to variety of address variations in based instructional student learning. strategies and/or adapted assessment tools to meet student needs. Comments:
Standard 2: Student Learning, Growth, and Development. The Teacher Candidate understands how students learn, develop and differ in their approaches to learning. The Teacher Candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development. Representing Indicator: 2.4 Differentiated Lesson Design 0-The Teacher Candidate does not possess the necessary knowledge, therefore, the standard is not evident or is incorrect in performance. 1-Emerging Candidate: The Teacher Candidate is able to articulate necessary knowledge but does not demonstrate in performance. 2-Developing Candidate: The Teacher Candidate is able to articulate the necessary knowledge and demonstrates in performance with some success. 3-Skilled Candidate: The Teacher Candidate is able to articulate necessary knowledge and effectively demonstrates in performance. Expected of performance by end of the student teaching semester. 4-Exceeding Candidate: The Teacher Candidate adapts and develops the lesson according to the teaching environment/student response (all descriptors in the skilled candidate (3) column must be met as well as at least one descriptor below) Makes no attempt to differentiate content, process, product, or environment. Is unaware of students’ background knowledge and/or learning needs. Makes no attempt to differentiate to meet student needs. Describes the possible ways to adjust instruction based on student differences. Acknowledges student demographics but does not consider during lesson implementation. Describes possible differentiation strategies to meet student needs. Varies activities within a lesson but does not intentionally consider student differences. Uses knowledge of the class overall to meet needs. Incorporates some instructional strategies to meet needs of some students. Designs and implements a lesson that intentionally varies one or more of the following with purpose: content, process, product, and/or environment. Uses knowledge of students to meet individual needs including accommodations and modifications as needed. Designs and utilizes a variety of instructional strategies and/or adapted assessment tools to meet student needs. Designs and utilizes a blend of whole-class, group, and/or individual instruction. Uses strategies linked to the different needs and attributes of students for differentiation in teacher presentation and student response. Recognizes student needs in the moment and adjusts teacher presentation and/or student groupings to address variations in student learning. Comments: based