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?
• use knowledge of my students' lives, their families, and their communities to inform my planning of curriculum and instruction?
• use knowledge of my students' individual cognitive, social, emotional, and physical
• development to plan instruction and make appropriate adaptations to meet students’ unique needs?
• plan lessons and units that promote access to academic content standards for all students?
• use knowledge of my English learners’ levels of language proficiency to plan instruction that supports their subject matter learning and academic language development?
• use knowledge of my students’ diverse learning needs to plan instruction that supports their learning?