50 9 DOMAIN 1: Planning and Preparation COMPONENT 1E: Designing Coherent Instruction The student teacher designs instruction to include multiple deliveries, transitioning easily from one to another, as well as thoughtful planning to instructional groups and engaging activities for all learners. Exemplary • The student teacher designs instruction to include multiple deliveries in the current instructional setting using a variety of engaging learner tools and activities. • The student teacher seamlessly transitions from one delivery method to another, differentiates instruction to accommodate student learning modalities and modes of delivery, and provides ample opportunities for student interaction. • The student teacher provides a variety of differentiated resources to support authentic learning, critical thinking, and student choice. • Instructional groups are organized to maximize student engagement. • The lesson plan is well structured and adaptable to change. Expected • The student teacher designs instruction in the current instructional setting to include more than one mode of delivery, relying on prepared curriculum and learning tools. • The student teacher transitions effectively between modes of delivery, differentiating instruction to accommodate student groups with some opportunity for student interaction. • Learning activities provide opportunities for higher-level thinking using a variety of appropriately challenging materials and resources. • Instructional groups are well organized to support objectives. • The plan for the lesson or unit is well structured, with reasonable time allocations. Emergent • The student teacher is comfortable with one instructional delivery system within the current instructional setting but cannot easily design or transition classroom instruction outside of prepared curriculum and learning tools. • Learning activities/resources are suitable and moderately challenging, but there is limited variety. • Instructional groups are random or only partially support objectives. • Lesson structure is uneven or may be unrealistic in terms of time expectations. Unsatisfactory • The student teacher delivers instruction in the current instructional setting without any effort to vary instructional design. • Learning activities/materials do not engage students and/or are not well aligned to the instructional goals. • Instructional grouping, where appropriate to learning, is not utilized. • Lesson plans are not structured or sequenced and are unrealistic in their expectations. Not Observed Discussion Prompts: • How do you ensure learning activities are matched to instructional outcomes? • How do you provide opportunities for higherlevel thinking? • How do identify and integrate a variety of materials and/or resources to challenge PK- 12 students? • Describe how you determine instructional groupings to maximize learning and build on student strengths. • How do you determine time allocations/pacing for your lessons within the unit structure? Evidence of Practice: • Alternate activities for all learning levels • Small group activities • Opportunities for student choice • Lesson plans 9
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