Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. 9/26/2018 students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. 9/22/2018 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
At the beginning of the Each day, I give students I obtain data from Throughout my lessons, I I allow my students to
school year, I learn about an exit ticket that consists different sources in an ask students questions in take ownership in their
my students by giving of a problem from that effort to meet student’s order to check their level own learning by
them a survey in which day’s lesson. Then, I diverse learning needs. of understanding. Based providing students with
they answer a series of evaluate the exit ticket This year, I have started on student responses to choices and letting them
questions about problem for correctness assessing students by my questions, I am able to choose. For example, if I
themselves, such as their level of understanding, implementing an online determine the extent to give students fifteen
interests, hobbies, and to identify any program called which students algebra problems to solve
academic goals, what misconceptions that Illuminate. After I teach understand the concepts for homework, I will let
career they would like to students had. Based on students the common and I identify student them pick any ten
pursue after graduation, the results, some core standards for math, misconceptions based on problems that they would
etc. For students with adjustments I make is I then create an responses. I give students like to complete. In
special needs, I obtain that I rearrange groups assessment on illuminate assessments in order to addition, I also allow my
information about those and place higher and administer the determine what they students the opportunity
Evidence
students by looking at achieving students with assessment to students. already know and what to self evaluate the
their IEP’s. I also learn lower achieving students. After the assessment, I adjustments I need to knowledge and the skills
about my students by I also include lots of create student make to my instruction. that they have gained
accessing their cum files, visuals in my lessons to performance reports on At the beginning of the from that day's lesson. At
which are available in the help students make illuminate, and I use these year, I gave students an the end of the period, I
office. By looking at connections between results to inform and Algebra II pretest to help take about five minutes
students cum files, it concepts. I also pair up guide my instruction. I me determine what prior and have students
gives me an idea about the EL students with also implement a wide knowledge students come respond to the questions:
how the student has another student in the range of methods to into my class with. (1) What did I learn
previously performed class who speaks fluent further student learning Several times during the today?, (2) What do I still
academically and what English and the EL in that I incorporate a year, I assess my student have questions about?,
teachers say about the student’s primary variety of instruction through Illuminate on and (3) Could I use this
student. 9/26/2018 language. 9/22/2018 In strategies during my common core standards knowledge to take a test,
my lesson on solving lessons, including think that I teach them. I use complete an assignment,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
systems of linear
inequalities, at the end of
the lesson, I wrote down
a problem on solving
systems of linear
inequalities. Students
individually solved the
problem and before they
left, they gave me their
exit ticket. I used visuals
when I modeled the
process of how to solve a
system of linear
inequalities by using the
graphing methods. I
explained the content in
the form of visuals (i.e.
graphs) (October 25,
2018)
pair share, cooperative the data from Illuminate or accomplish something
learning groups, having to adjust my instruction in my life?. Responding to
students conduct and meet individual these questions makes
presentations, using learning needs. I also them responsible for
visuals and video clips. I provide my students with their own learning in a
differentiate my technologies to ensure concrete
instruction based on equitable access to the way. (02/13/2020)
student’s strengths, curriculum. Some
interests, and needs. For technology I use is
example, for the student Desmos and Geogebra
who are not online graphing tools.
understanding the (10/16/2019)
concepts, I provide more
support for them on a one
on one basis and I design
group activities where
students collaboratively
work together and the
lower achievers get help
and support from the
higher achievers in group
settings. I also adapt my
teaching to reflect the
knowledge of my
students. One way that I
have done this this year is
by asking students
questions from the Depth
of Knowledge in order to
determine what students
already know and what
they are able to do. I
adjust my instruction
based on the student’s
prior knowledge.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 9/26/2018
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
I ask students questions
to determine prior
knowledge. I incorporate
a student’s interests into
my lessons. For example,
if I know that a student is
interested in a particular
sport, then when I create
my word problems for
students to solve, the
context of the word
problem will revolve
around student interests
so that students are more
interested and motivated
in completing the word
problem. I also
incorporate life
experiences into my
lessons so that students
can find relevance in what
they learn and be able to
connect the content to
their lives. 9/26/2018 In
the lesson on solving
systems of linear
Applying
Uses school resources and
family contacts to expand
understanding of
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. 9/26/2018
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests.
I use resources to expand
understanding of
student’s prior
knowledge. Some
resources I utilize include
Khan Academy and
Geogebra, which is a
geometry software for
teaching and learning.
Khan academy builds on
student’s prior knowledge
because it provides
information tutorials that
students can watch in
order to help them recall
their prior knowledge and
understand the content at
a higher level. 9/26/2018
For homework, I had
students watch the Khan
Academy tutorial video on
solving systems of linear
inequalities and complete
the corresponding online
practice exercises on
Khan Academy. This way,
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
I facilitate student
understanding by
connecting the content
that students are learning
and connecting it to
student’s prior knowledge
so that they construct
knowledge on top of what
they already know. For
example, in the lesson on
solving systems of linear
inequalities, when I
taught went over how to
graph the two
inequalities, I paralleled
the concept of graphing
inequalities to the
concept of graphing linear
lines, since students are
already familiar with how
to graph regular lines. I
also use pictures, visuals,
models, diagrams, and
hands on activities in
order to help students
build understanding of
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
My school uses a program
called Illuminate, which
contains information
about the students,
including their age,
address, documented
behavioral concerns, and
exam scores. As a part of
getting to know my
students and obtaining
extensive information
regarding their
backgrounds, prior
knowledge, life
experiences, and interests,
I access and learn
information about each
student via Illuminate. In
addition, In addition, in
order to obtain
information about
individual student
interest, one the first day
of school, I ask each
student to introduce
themselves to the class by
Standard 1 CSTP: Engaging and Supporting All Students in Learning
inequalities, I asked students gain a deeper the vocabulary and saying their name, what
students questions prior understanding of the conceptual knowledge of their favorite subject is in
to beginning the lesson in content presented during the content. I have word school and why, and
order to determine this lesson and they are walls in my classroom, present three interesting
student's prior given the opportunity to which contains content facts and hobbies about
knowledge. For example, I get additional practice specific academic themselves to the class. As
wrote down the four with the material. vocabulary from the students speak, I take
inequality symbols on the (October 25, 2018) chapter. I assess student’s notes about why they are
overhead projector and I prior knowledge during interested in the most and
asked students which the opening part of the what their hobbies are so
symbol represents lesson. I assess prior that I can incorporate
greater than, less than, knowledge by asking those aspects into my
greater than or equal to, students content related instruction when
and less than or equal to. questions in order to help designing engaging
Based on student students activate their lessons. When I plan out
responses I was able to prior knowledge and for my lessons, I take student
determine what they me to identify I need to go hobbies and interests into
remember about back and do any consideration and make
inequalities. I also asked reteaching of concepts an attempt to incorporate
students the question, that students will need to student interest into the
"What happens to the sign know in order to lesson so that students
of the inequality when successfully would be interested in the
you multiply or divide it understanding the lesson learning the content that is
by a negative number?" I of the day. presented in that lesson.
asked students these Students apply their prior
questions at the opening knowledge in each lesson
of the lesson to determine in order to help them
prior knowledge. understanding the new
(October 25, 2018) content and concepts they
are learning. This way,
students are able to make
connections between what
they are currently learning
to what they already
know. Students are
typically engaged in
learning activities that are
appropriate for their
academic level and needs.
In addition, students are
able to articulate the
relevance of the lessons in
their lives because I
present the content in the
context of real life
Standard 1 CSTP: Engaging and Supporting All Students in Learning
situations so that students
can relate the content to
their own lives and
discover ways in which
Mathematics is used in
everyday life or society in
general. (10/2019)

I recognize individual
differences in my students
and adjust my teaching
accordingly. I respond to
student need based on the
student's interests,
abilities, and prior
knowledge. Based on the
pulse of the class, I decide
when the alter the plans,
work with individual
students, or enrich my
instruction by
incorporating additional
examples, explanations, or
activities. I also provide
my students with multiple
opportunities to
demonstrate their
knowledge and
understanding of the
subject matter. For
example, when my
students were studying
about solving systems of
two linear equations in
two variables, I gave my
students a choiceboard
activity, which consists of
eight activities that
students can choose from
in order to demonstrate
their knowledge and
understanding of solving
systems of linear
equations. Students had to
select which activity or
Standard 1 CSTP: Engaging and Supporting All Students in Learning
activities they would like
to complete from the
choiceboard. Some of the
activities on the
choiceboard allowed
students to demonstrate
their knowledge and
understanding by using
technology tools, such
as Adobe Spark, Padlet,
PowerPoint or Prezi,
and Kahoot. (03/30/2020)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject 9/26/2018 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. applications of subject
subject matter. matter during learning
9/26/2018 activities.
Students create and write I connect subject matter Students actively engage I make connections
up their own problem in to real life situations by in making and using real- between subject matter
which they connect the presenting the problems life connections to subject and real life contexts. One
context of the problem to in the context of real life matter to extend their way in which I do this is
their interests and/or situations. By doing the understanding by that I present the content
their lives. Then, they math, students are able to conducting research on in the context of real life
solve their own problem understand the topics pertaining to situations so that
and explain the procedure for solving the Mathematics and Algebra. students can realize the
interpretation of the problem and then they Students also actively value and meaning in
answer in real life. This interpret the solution in engage in lessons by what they learn and so
way, students connect the context of the real life exploring mathematics that they can discover
what they are learning, situations and explain topics using software in how what they are
for instance, solving what the answer means which they make learning is used in real
Evidence quadratic equations, and in the context of the observations, record their life. For example, when I
are able to apply into the problem. For example, observations, and come taught students about
real world to discover its when teaching students to conclusions based on arithmetic sequences, I
relevance, which in turn about quadratic gathered observations. presented students with
increases their equations, I bring up (10/2019) real world problems and
understanding of the different situations that applications that involved
subject matter. are modeled through the use of arithmetic
9/26/2018 quadratic functions, such sequences. Some types of
as a ball being thrown in problems that I presented
the air, finding the speedo students with when
of a boat, and computing teaching about arithmetic
profits. 9/26/2018 sequences was how many
audience members an
Standard 1 CSTP: Engaging and Supporting All Students in Learning
auditorium can hold and
calculating projected
earnings from working
for a company and
building wood piles with
stack of logs. When I
present the content in the
context of real life
situations, it makes the
content more relevant for
students. In my
Precalculus class, I gave
students a trigonometry
project in which they had
to research and learn
about a career that used
trigonometry. Within the
research process,
students had to explain
how trigonometry was
used within that career
and they had to present a
problem that a
professional working in
that field would
encounter. At the end,
students had to reflect on
whether or not they
would want to pursue
that career after
graduating high school.
This project connects the
subject matter to real life.

The Algebra II curriculum

and the test questions
that students answer on
Illuminate four times a
year contains word
problems that are based
on real life situations. As a
class, we real the word
problem aloud and then I
have students discuss the
word problem with their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
partners or in small
groups. Students then
break down the word
problem by identifying
and underlining what
information is given in
the problem that they
could use, and circling
what the problem is
asking them to find. After
solving the problem, I ask
my students to interpret
the final answer in the
context of the original
problem, which have a
real life context. Then, I
have my students write a
few sentences about ways
in which they can relate
to the context of the
problem and what the
final solution they got by
solving the problem
means to them. I often
times show educational
videos to students from
BrainPOP. Then, I have
students use their chrome
books and access
BrainPOP where they
complete interactive
activities related to that
video or lesson and then
complete the quiz that
follows. (11/2019)

I connect subject matter

content to real life by
presenting the material in
the context of real life
situations or real life
applications. By
presenting the content in
the context of real life,
students are able to make
Standard 1 CSTP: Engaging and Supporting All Students in Learning
connections between the
mathematics that they
learn in my class and how
specific concepts relate to
real life and where in real
life they can be applied to.
For example, when I
designed my Global
Citizenship Education
lesson, the focus was on
introducing students to
quadratic functions,
graphs of quadratic
functions, and certain
characteristics that
quadratic functions and
their graphs exhibit. In
my lesson, I wrote a
series of word problem in
which the context relates
to real life and presented
students with real life
examples of where
quadratic functions are
seen and used, such as in
problems which model
the height of a ball
thrown in the air or a
function which models
profit and loss. Through
this lesson, students can
realize that quadratic
functions are also used in
business to model the
amount of profit the
business makes and the
losses that take place. I
incorporated technology
into my lesson by having
students graph the height
function or the profit and
loss function in Desmos,
and then analyze and
interpret the parabola in
order to answer a set of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
9/26/2018
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
diverse learning
Some students participate
needs
in instructional strategies,
using resources and
technologies provided.
questions. At the end of
my lesson, in order to
assess student learning, I
created and administered
a quiz, which allowed me
to monitor student
learning and also identify
any misconceptions that
students had that
requires
reteaching. (03/15/2020)
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some instructional
strategies that I use to
support student learning
include cooperative
learning groups, think
pair share, and class
discussions. Some
resources that I use
include textbooks, study
guide and intervention
worksheets, Khan
Academy, online
resources, such as
Desmos graphing
calculator. Some types of
technology that I use
include overhead
projector, document
reader, laptop computer,
and students use chrome
books. 9/26/2018
During the lesson on
Evidence solving systems of linear
inequalities, the
instruction strategies that
I used is modeling, asking
students questions to
check for understanding,
color coding, think pair
share, and cooperative
learning groups. I
modeled the process for
the first problem, and for
the second problem, we
completed the problem
together and I asked
students questions to
check for level of
understanding. I used the
strategy think pair share
when I wrote down a
problem on the overhead
projector and students
had to work with
needs.
I use a variety of I use graphic
instructional strategies, organizers to meet
resources, and technology
in order to meet student’s
student’s diverse
diverse learning needs. learning needs. I have
Some instructional students visually
strategies that I organize their work
incorporate during in graphic organizers
instruction include think
pair share, asking
that I provide them
students questions to with. When teach
check for level of content specific
understanding, having academic vocabulary,
students work out I have students
problems on small
whiteboards and then
complete Frayer
putting up the small models for
whiteboards so I check vocabulary words in
their understanding, order to help
cooperative learning students associate
groups based on mixed
ability level. Some
the word with visual,
resources that I have definition, examples,
been utilizing include and non-examples. I
Geogebra, Desmos, and also have students
Khan Academy in an use algebra tiles and
effort to increase student
achievement and
hands on
learning. I also encourage manipulatives to
participation in several develop an
ways: by asking students understanding at the
questions, having concrete level. I also
students use
whiteboards, and I have
have students utilize
recently began using Khan Academy as a
Kahoot as a way to resource to help
increase student them in learning
engagement. I provide content. For
opportunities for
advanced learners to
vocabulary
enhance their learning. development, I also
One way in which I do use Quizlet flash
this is by giving them cards. I use BrainPOP
problems that are more
Standard 1 CSTP: Engaging and Supporting All Students in Learning
partners and derive the challenging and require a as a way of
solution on the small higher level of thinking personalizing student
whiteboards that I than usual. Khan
provided them with. The Academy has helped in
learning and students
color coding strategy was meeting student needs learn by watching
used when we shaded the because it provides content related
appropriate half plane students with tutorial videos and playing
regions containing the video clips, which contain mathematical games.
solutions to the system. lots of visuals and are
Cooperative learning helpful for English
I also use Kahoot as a
groups based on mixed language learners and way to review for
ability level were used visual learners. Through exams, midterms,
during classwork time Khan Academy, students and finals.
and students work in also deepen their learning (10/15/2019)
groups of three to four and understanding by
students and completed watching tutorial videos
the problems on the 3-3 and how instructors
Study Guide and model problems, and they
Intervention worksheet get additional practice by
(#1-9 page 33 Glencoe solving the problems that
Algebra 2). The Khan Academy gives
technology that was them at the end of each
utilized during the lesson tutorial.
was an overhead
projector and document
reader (ELMO). The
resource that students
had to use to complete
their assigned homework
was Khan Academy.
Students had to watch the
tutorial video on solving
systems of linear
inequalities and then
complete the practice
exercises that followed
the video. (October 25,
2018)

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
Standard 1 CSTP: Engaging and Supporting All Students in Learning
solving, and 9/26/2018
reflection
Some students respond to
questions regarding facts
and comprehension.
During the warm ups, I
ask students questions
from information that
students have already
learned as a way to help
students recall their prior
knowledge. In addition, I
also ask questions to
check their
comprehension. Some
questions that I ask is
“What method do we
need to use in order to
solve the problem?”;
“What are we given in the
word problem and what
Evidence is the problem asking us
to find?” I ask these
questions to make sure
that students understand
the problem and can
extract the important
information that the
problem gives us that we
can use in solving the
problem. 9/26/2018
require students to recall,
interpret, and think
critically. 9/26/2018
Students respond to
varied questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Frequently during my
lessons, I ask random
students questions in
order to help students
recall their prior
knowledge. Asking
questions also allows me
to check student’s level of
understanding of the
content. Also, when
designing my
assignments and lessons,
I also use the Depth of
Knowledge when creating
questions to ask students
so that students can think
critically at higher level
and they can be able to
analyze and interpret
their answer in the
context of the problem.
9/26/2018
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
developing questions,
posing problems and
reflecting on multiple
perspectives.
Students pose problems
and construct questions
of their own to support
inquiries into content.
I use rubrics and
guidelines in order to
evaluate work in
progress. When grading
classwork and homework
assignments, I have
created and follow a
specific rubric, and this
rubric is posted on the
student work wall in my
classroom. I provide
students with
opportunities to reflect
and assess their own
learning, and some ways
that I do this is that at the
end of each lesson, I ask
students open ended
reflection questions. I
have students work in
pair share context and
write their own word
problem and then solve
that problem. Then
students share word
problems with their
partners, and this allows
students to pose
problems and construct
questions of their own.
Students also reflect on
their learning through
by designing structured
inquiries into complex
problems.
Students pose and
answer a wide-range of
complex questions and
problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
One instructional strategies
that I use to promote
critical thinking, while
addressing issues of
diversity and equity in the
classroom is Socratic
Seminars. A
Socratic seminar is a tool
that I use for facilitating in-
depth student conversations
based on a given
mathematical problem or a
mathematical concept. I
expect students to listen
and then respond to their
peers, and each student is
given the opportunity to
participate while I facilitate
the conversation. For
example, in my Algebra II
class, we conducted a
Socratic seminar in order to
clarify student's
understanding of the
definition of a function. I
initially asked students to
define function on
notebook paper, and then
students discussed their
definitions in groups. I
asked students to share
their definition during the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Padlet, in which I ask
them a reflection
question they need to
respond to in Padlet. I
also have students
document their learning
in Seesaw. (10/15/2019)
seminar so that any
misconceptions that may
have been discovered
discussions could be
clarified. Then, I
distributed several choices
of graphs to represent each
scenario. Each student
decided on his or her
answer before thse
discussion
began. (03/05/2020)

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and 9/26/2018 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. 9/26/2018 engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
As students are working
in cooperative learning
groups of three to four
students, I circulate
around the room in order
to ensure that all students
are on task. During this
time, I provide assistance
to students by answering
any questions that they
have regarding the
content and I also guide
students through the
problems as needed. Also,
I provide additional
assistance to the students
who I notice are
struggling with the
problems/assignment. I
work with struggling
students and provide
assistance by asking them
Evidence a series of questions that
leads to the derivation of
the answer. 9/26/2018
During the lesson, I
circulated around the
room and I asked groups
questions in order to
check their level of
understanding. One
question that I asked the
groups is "Which region
is the overlapping shaded
region?" and "Select an
ordered pair (x,y) from
the overlapping shaded
region and prove that it
satisfies both
inequalities." (October 25,
2018)
The adjustments that I
make is that when I ask
students questions during
my lessons to check for
understanding, if I notice
that the student did not
correctly respond to my
question, then I go back
and I review and reteach
those parts of the lesson
before moving onto new
material. When I notice
that the majority of
students are engaged and
they answer all my
questions correctly, I
continue on with my
lesson. 9/26/2018
As students were working
in cooperative learning
groups, as I circulated
around the room, I also
noticed that many
students were confused
about whether they
should make the
boundary line solid or
dashed. I adjusted my
instruction during this
time by reviewing the
conditions of when the
boundary line should be
solid and when the
boundary line should be
dashed. I brought this to
the attention of the class,
since the majority of
students were unsure.
(October 25, 2018)
Students participate in
lessons and activities in
pair share setting, small
group settings and large
group settings. Students
Throughout the lesson as
well as after the lesson, I
have my students self-
assess their
understanding by giving
me a thumbs up if they
understand the concept
or give me a thumbs
down if they don’t
understand the lesson.
Based on student
responses, I create small
groups to reteach the
students who don’t
understanding and for the
students who do
understand the content, I
have them complete work
in a pair share setting
with their partners.
Another way in which I
monitor student progress
is by asking them a
question or posing a
problem and having them
work together and give
me a whiteboard
response. When I ask
students to hold up their
whiteboards, I check
student answers and
adjust my instruction
accordingly. For example,
during whiteboard
responses, if I notice that
many students made the
same error, then I adjust
my instruction by going
back and addressing the
specific error and
explaining to students
why it is an error. Then, I
model and show students
the correct way to solve
the problem in order to
I build on basic
knowledge and skills to
enable students to apply
their thinking to solving
problems. For the
students who have
mastered the lesson
objectives, I provide them
with opportunities to
build their critical
thinking and reasoning
skills by giving them
extension questions that
require students to apply
what they've learned
combined with a higher
level of thinking in order
to solve the problem and
then interpret the answer
in the context of the
original problem. In
addition, I assign
problems or activities
that include multiple
approaches to solving the
problem. I have students
collaboratively work
together in cooperative
learning groups and first
brainstorm different
ways and methods that
they can use to solve the
problem and to think
about why that particular
method would work for
the given
problem. (02/20/2020)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
participate by
collaborating and
problem solving together
with their partners in a
pair share context, as well
as in cooperative learning
groups. Students
exchange various
approaches and ways of
how they can go about
solving a given problem,
and in the process,
students exchange
knowledge and ideas.
Students also participate
and stay engaged in
learning activities
through the use of
technology and geometry
software. (10/2019)
avoid that error. Next, I
have students practice
again and during this
time, I emphasize to make
sure that students are
able to complete the
problem correctly
without making the same
error. If I notice that a
student still has difficulty
in understanding the
content that is presented
in the lesson, then I spend
more time with that
student on a one-on-one
basis in order to get that
student up to the level
that he/she needs to be
at. During instruction,
when I notice that the
problem that I have given
students is too
challenging their
academic level, then I
adjust the difficulty level
of the problem and give
them an easier problem
to solve, because if
students understand the
steps involved in solving
the easier problem, then
they can extend their
understanding to
eventually solve more
complex problems.
(11/2019)