Proficiency

The ability to appraise, choose and modify tasks and texts for a specific learning goal (TTLG) is necessary for effective teaching. Using the school’s provided curriculum from All Species Consulting, I modified the content to make it relevant to my learners. The material already prepared for this unit included a lot of individual work so I turned several different activities (below) into opportunities for small group and whole class collaboration.

During my Student Teaching Semester (Jan-Apr 2024), I had the chance to develop my proficiency in TTLG.

NGSS Standards:

• HS-LS1-1. Students will be able to construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
• HS-LS3-2. Students will be able to make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

• Planning Standards and Objectives: I planned each lesson around at least one clearly written and measurable objective for student learning. Instead of assessing whether or not students could create a bar graph using data, I had them work together to analyze the graph I already provided. Rather than spend time plotting points, they had discussions about patterns in data based on observation. In small groups, students studied the graph and answered the questions on a white board. A group discussion followed.

“Every segment of your plan today aligns with your goals and standards.” – OU Supervisor

• Planning chosen curriculum and/or texts and modifications made: My appraisal of the original task/text included student interest, related content, depth of thinking and general alignment to learning goal. I modified a written assignment with a bunch of cluttery text on each page to be a whole class discussion using the slides on the righthand side. As a class, we watched each video on the assignment together while students answered the questions independently, typing into their copy of the slideshow. After each slide, I had students give responses for each answer. Additionally, I thoroughly read student documentation and used that information to inform my plan.

“Materials are a good fit for the skills you are practicing. There are checks for understanding included in multiple places. You are mindful of building in UDL elements for you varied learners.” – OU Supervisor

• Enactment of the Task: I started with a clearly stated plan for students with easy to follow directions for each task. I used slideshows to structure the hour, prompt questions, reinforce directions, provide examples, and record student ideas. I incorporated frequent checks for understanding. No time or energy is wasted during transition from task to task and students remained engaged throughout each activity.