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Standard 4 - Planning Instruction and Designing Learning Experiences for All Students
Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students.
4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction
As teachers develop, they may ask, “How do I…” or “Why do I…”
Incorporate students' prior knowledge and experience in my curriculum and instructional planning
Guidance: Use diagnostic assessments, entry-level tasks, and interviews to uncover students' background knowledge. Design lessons that build bridges from familiar concepts to new ideas.
Use knowledge of my students' lives, their families, and their communities to inform my planning of curriculum and instruction
Guidance: Incorporate culturally responsive pedagogy. Integrate family and community examples into lessons, and use culturally relevant texts and contexts.
Use knowledge of my students' individual cognitive, social, emotional, and physical development to plan instruction and make appropriate adaptations
Guidance: Conduct learner profiles and consult with specialists. Tailor instruction using UDL and developmentally appropriate practices based on age and need.
Plan lessons and units that promote access to academic content standards for all students
Guidance: Align objectives with content standards and provide entry points through scaffolds, sentence frames, visual supports, and tiered tasks to differentiate.
Use knowledge of my English learners’ levels of language proficiency to plan instruction
Guidance: Integrate ELD strategies using the CA ELD Standards. Plan language objectives alongside content objectives and provide vocabulary development tools.
Use knowledge of my students’ diverse learning needs to plan instruction that supports their learning
Guidance: Identify IEP/504 accommodations, learning preferences, and strengths. Provide multiple means of representation, expression, and engagement.