"Educators implement effective planning, instruction, assessment and reporting practices to create respectful inclusive environments for student learning and development."
Evidence 1
Once the educator has established a safe environment and has gotten to know their students learning needs, the next piece to enable rich learning is to plan, teach and assess student learning in a way that will most benefit each individual student. Knowing the needs and interests of each of your students flows right into planning. My first piece of evidence is the lesson plan that I created for my math lesson that I taught a few days before Halloween. For this math lesson I put a lot of effort into my planning because I really wanted to see my students engaged and excited to practice their triple digit addition and subtraction. Through getting to know my students I figured out that they were excited for Halloween, because of this I made the math word questions about different Halloween scenarios as well as drew different Halloween objects so there was some visual interest. I also added a few student names into the word problems because a lot of the students in my class love attention. By getting to know the individual learning needs of my students I knew that most of the class was ready to work on triple digits, but that one student was still working on single and double digit. To meet the needs of all of my students I created an individualized worksheet for one of my students, the worksheet that I created is on my standard 1 page.
Evidence 2
In order for an educator to teach their class effectively, they must not only plan the activity but also plan how they are going to deliver the lesson. The lesson plan that I have included for my second piece of evidence is one that I created to introduce the class to a unit on phases of matter. In this lesson plan I first of all outline the curricular connections, the learning intention, UDL, criteria, preparation, and management strategies. At the end of the lesson plan I have a written in point form, exactly how I will deliver the lesson in detail. In this walk through I clearly demonstrate appropriate pacing, check for understanding, effective questioning, opportunity for all learning styles, appropriate transitions, and closure.
Evidence 3
The final piece that goes into student learning is assessment. I used to think that assessment and evaluation were the same thing, but I now know that they are actually two different things that go hand in hand. The most important difference to remember between the two is that assessment is ongoing throughout the entire year and is meant to help the student understand their learning, receive feedback, and then put their feedback into their learning. Whereas evaluation is when the teacher looks at a variety of different pieces of evidence of student learning, and then makes a professional judgement of where the student is at in their learning. The most effective assessment of learning happens when the learning intention and criteria is clear, because you can not make a fair assessment if it is unclear to students what is expected of them. Another important thing to remember when assessing student learning is that there are a variety of different learning styles in every classroom, so it is crucial to provide an array of different ways for students to communicate their learning. The third piece of evidence that I have included is an assessment of student learning that I did with my students where they had to make a connection to a book that we read about different holidays around the world. To ensure that students understood exactly what was expected of them I shared the learning intention, we brainstormed ideas as a class and I wrote them down, and then each student wrote their connection on a sticky note and placed it on the whiteboard.