Professional Documents
Culture Documents
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.
● Can recognize and name, and (start to) describe the characteristics (number of sides, points,
angles, etc.) of a circle, square, and triangle in any size or orientation (See CC standard)
● Can (or start to) compare and sort shapes into specific categories, based on similar
characteristics (See CC standard)--we are asking students to sort shapes into groups and begin
looking and what attributes shapes have.
● Is aware of causes and consequences of various emotions and behaviors (personally and to
others)--we are encouraging students to help each other if they are struggling, or if they cannot
figure out how to solve a problem.
● Is able to communicate/express needs, wants, ideas in a healthy way --we will have students
take turns verbally expressing their ideas.
● Values friendships and can work cooperatively with others--we will have students working
together to solve problems
CLASSROOM MANAGEMENT: Note specific strategies you intend to use to keep students engaged,
redirect off task students, and facilitate procedures/transitions within your lesson.
We are engaging the students through questions and group work. If one student gets off task we will
point out how we like how the other student is participating and listening. If the student constantly gets
off tasks and struggles to pay attention, we will have little breaks where student can get up and move
around--hopefully this will help the student focus when needed.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students will be working in our designated area for the whole time.
DOMAIN 3: INSTRUCTION