INTASC principle seven is about planning. This principle talks about planning to meet the goals of the class and the curriculum. In order to do this, the teacher must closely follow the curriculum and the time it allots for each unit. The teacher should be planning ahead and not the night before the lesson is to be taught. In order to implement this principle in the classroom the teacher must follow the chronological order given by the curriculum. During student teaching at the high school, my mentor and I mapped out the unit I would be teaching. When we did this, we had a calendar and wrote the topic on the day I should be starting and then how long it should take. This was a good way for me to plan and to keep good time managament while teaching a unit. While writing lesson plans for both the middle and high school internships I took into consideration the state and county curriculum goals in order to meet the needs of the curriculum so that the students would learn all of the necessary information. The teacher must also take into consideration the national standards. For instance, the national standards for social studies come from the National Council for the Social Studies, in the form of ten themes, all which should be met while teaching social studies. Something else teachers need to consider is when planning a lesson how to use their time effectively. For example, in Thompson's book she talks about having productive transitions. For this she says to "design activities that flow naturally from one to the next" and also to use a timer to set a time limit so you and the students both know when it is time to change activities (pg 291). Planning effective, planning ahead and following the curriculum are important for this principle because if the teacher does not use the time wisely and follow the curriculum then the students may struggle when it comes to taking standardized tests for the state and/or county.
Artifact A is a unit plan that I designed in my Methods class at Towson University. The lesson plan is designed for a ninth grade government class. This artifact demonstrates my proficiency in this principle because when I wrote the unit plan I took into consideration the state and county standards. I also used the country curriculum to guide my planning. Also when I was writing the unit plan on the Executive Branch of Government I planned it so that it was geared towards Harford County which is where I am student teaching. This artifact will have a positive impact on student achievement. When I was writing the unit plan I took into consideration the local government that could directly affect the student’s lives, therefore relating the content to the students. The lesson plans could easily be altered to any area that I could potentially teach in. This artifact demonstrates the “planning” aspect of the Planning-Teaching- Learning cycle because I not only used my knowledge of the content but also aligned the unit with the national, state, and county curriculum and goals. By doing this the students will be prepared with the knowledge that they need to know.
Artifact B is the unit plan attached above. Included is all of the lesson plans, and handouts necessary for this unit. This artifact demonstrates my proficiency in this principle because I was able to show how I could adjust instruction to enhance the learning experience for my students. For example I have incorporated a various amount of activities that will enhance the students learning experience. For day one’s assessment I have the students design a help wanted ad for an imaginary Presidential candidate. When using this activity, I am allowing the students to bring out their creative side. I have also incorporated activities where the students would express themselves through writing. This artifact will have a positive impact on student achievement. When I was writing this plan I took into consideration the various activities students like. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because when planning I took into consideration the activities that I have noticed students like and do not like.
Artifact A is a unit plan that I designed in my Methods class at Towson University. The lesson plan is designed for a ninth grade government class. This artifact demonstrates my proficiency in this principle because when I wrote the unit plan I took into consideration the state and county standards. I also used the country curriculum to guide my planning. Also when I was writing the unit plan on the Executive Branch of Government I planned it so that it was geared towards Harford County which is where I am student teaching. This artifact will have a positive impact on student achievement. When I was writing the unit plan I took into consideration the local government that could directly affect the student’s lives, therefore relating the content to the students. The lesson plans could easily be altered to any area that I could potentially teach in. This artifact demonstrates the “planning” aspect of the Planning-Teaching- Learning cycle because I not only used my knowledge of the content but also aligned the unit with the national, state, and county curriculum and goals. By doing this the students will be prepared with the knowledge that they need to know.
Artifact B is the unit plan attached above. Included is all of the lesson plans, and handouts necessary for this unit. This artifact demonstrates my proficiency in this principle because I was able to show how I could adjust instruction to enhance the learning experience for my students. For example I have incorporated a various amount of activities that will enhance the students learning experience. For day one’s assessment I have the students design a help wanted ad for an imaginary Presidential candidate. When using this activity, I am allowing the students to bring out their creative side. I have also incorporated activities where the students would express themselves through writing. This artifact will have a positive impact on student achievement. When I was writing this plan I took into consideration the various activities students like. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because when planning I took into consideration the activities that I have noticed students like and do not like.