Element Unsatisfactory Proficient Distinguished KNOWS CHILD & Little or no understanding/ Understands the importance of Understands active nature of student Actively seeks knowledge from a seek to know knowing about class as a whole learning variety of sources for individual ADOLESCENT students. DEVELOPMENT As I time looking over your Your instructional plan shows you You have planned this lesson while You have a terrific method of plans for this lesson, I realize we have a good understanding about considering the best strategies for focusing the learning in might benefit from some child development in general for student groups to learn together; consideration of individual learners. information on the stages of this level of learner. What can we let’s improve this by looking at the you be willing to facilitate a cognitive, social and emotional find out about how each student learning of individuals in your class. roundtable discussion of this idea development describing your learns best? for our next staff meeting? learners. THE LEARNING Little or no understanding/doesn’t Understands the importance of Understands nature of student Actively seeks knowledge from a seek to know knowing about class as a whole learning/has info on groups of variety of sources for individual PROCESS students students. You have shown that you Please describe the learning styles You clearly understand the Since you understand addressing understand your learners in general. of two learners in this class. Let’s dynamics of students working in the needs of individual learners, Let’s think about their talk about the differences in the groups; now, how could you how could you share this process characteristics when learning and styles and modes of their learning. arrange to help the individuals in with others on your team? how that might affect the success of those groups? your planned groups. KNOWS STUDENTS’ SKILLS, Little or no understanding/ Understands the importance of Seeks info from several sources Actively knowledge from a doesn’t seek to know knowing about class as a whole about groups variety of sources for individual KNOWLEDGE, LANGUAGE students. PROFICIENCY It’s important to understand the When considering the effective use Your plans are solid for the work of Outstanding you really know your – academic performance level of your of groups for your instruction, how groups you have arranged. How students! Would you be willing to students. How might you access you learn about experiences of could you extend that structure for share your secrets for appropriately that information? the students working together? individual students? supporting students as individual learners? 1B: KNOWLEDGE OF STUDENTS (continued) Element Unsatisfactory Basic Proficient Distinguished
Element Unsatisfactory Proficient Distinguished KNOWS CHILD & ADOLESCENT DEVELOPMENT Little or no understanding/ seek to know As I time looking over your plans for this lesson, I realize we might benefit from some information on the stages of cognitive, social and emotional development describing your learners. Understands the importance of knowing about class as a whole Your instructional plan shows you have a good understanding about child development in general for this level of learner. What can we find out about how each student learns best? Understands active nature of student learning You have planned this lesson while considering the best strategies for student groups to learn together; let’s improve this by looking at the learning of individuals in your class. Actively seeks knowledge from a variety of sources for individual students. You have a terrific method of focusing the learning in consideration of individual learners. you be willing to facilitate a roundtable discussion of this idea for our next staff meeting? THE LEARNING PROCESS Little or no understanding/doesn’t seek to know Please describe the learning styles of two learners in this class. Let’s talk about the differences in the styles and modes of their learning. Understands the importance of knowing about class as a whole You have shown that you understand your learners in general. Let’s think about their characteristics when learning and how that might affect the success of your planned groups. Understands nature of student learning/has info on groups of students You clearly understand the dynamics of students working in groups; now, how could you arrange to help the individuals in those groups? Actively seeks knowledge from a variety of sources for individual students. Since you understand addressing the needs of individual learners, how could you share this process with others on your team? KNOWS STUDENTS’ SKILLS, KNOWLEDGE, LANGUAGE PROFICIENCY Little or no understanding/ doesn’t seek to know It’s important to understand the academic performance level of your students. How might you access that information? Understands the importance of knowing about class as a whole When considering the effective use of groups for your instruction, how you learn about experiences of the students working together? Seeks info from several sources about groups Your plans are solid for the work of groups you have arranged. How could you extend that structure for individual students? Actively knowledge from a variety of sources for individual students. Outstanding – you really know your students! Would you be willing to share your secrets for appropriately supporting students as individual learners? 1B: KNOWLEDGE OF STUDENTS (continued) Element Unsatisfactory Basic Proficient Distinguished
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