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SCED 499
InTASC #7 Reflection
When planning lessons, teacher has to employ many skills in order to ensure the success
of the students within the classroom. InTASC Standard #7 states, “The teacher plans instruction
that supports every student in meeting rigorous learning goals by drawing upon knowledge of
learners and the community context. ” (Council of Chief State School Officers, 2013, p. 34). In
other words, when a teacher begins to plan a lesson he or she must ensure that the lesson is
challenging for all students. Although the lesson is challenging, it must also be doable for
students. Meaning, the teacher must use their own understanding of their content, provided
curriculum, skills, and data about their students to make a lesson that is able to rigorous all
students.
Let us assume that there is a class of 25 students. Out of the 25 students, 3 have IEP’s, 14
come from diverse backgrounds, and the class reading scores range from below basic to
advanced proficient. When the teacher begins to plan for instruction, he or she must take into
account the class data. Realizing that the lesson should academically challenge student, the
teacher may break the class into groups. During the group work period, the teacher will be able
to pair students who rank close to each other, and work more closely with students who made
need extra accommodations. This relates to InTASC Standard 7(b), which states, “The teacher
plans how to achieve each student’s learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and groups
Within an English Language Arts classroom, InTASC Standard 7(e), which states, “The
teacher plans collaboratively with professionals who have specialized expertise (e.g., special
educators, related service providers, language learning specialists, librarians, media specialist) to
design and jointly deliver as appropriate learning experiences to meet unique learning needs,”
would probably be most evident (Council of Chief State School Officers, 2013, p. 34). For
example, when deciding which supplemental text to use to enhance a lesson, an ELA teacher
may meet with the special educator and school librarian in order to ask for advice about which
instruction. This critical thinking leads to teacher collaborating with other faculty members in
order to ensure students are being challenged appropriately. Also, teachers become more familiar
with their content area and students in order to see how their curriculum can be more relatable
for students.