Planning

InTASC 7

Teachers must create instructions with the community, students, curriculum goals, and subject matter in mind. A teacher must have flexible lesson plans to meet the needs of students and to remain relevant to changing educational systems. Because students' needs are crucial, teachers must adjust lesson plans on a regular or unexpected basis in response to someone's needs or input (Egbert & Ernst-Slavit, 2010). This portion of the field experience, which focused on special education classes k-8-12, lasted roughly 4.5 hours and included a variety of activities as stated or reflected in the following paragraphs.

Setting Instructional Goals and Monitoring Progress

The first part of the field experience that took 2 hours focused on two activities - setting instructional goals and monitoring the progress of the instructional goals for a special education class k-8. Developing and implementing instructional goals for a special education k-8 class calls for a collaboration of both the family and the students. It is necessary to plan effectively for instructions that support every student in the learning environment by paying close attention to critical areas such as pedagogy, cross-disciplinary skills, curriculum, and content areas (Moore & Hansen, 2012). For instance, the appropriate use of technological tools, resources, and evidence-based strategies are likely to help teachers set goals that are relevant to students. Upon implementation of the instructional goals, there is a need to monitor the progress closely to make the necessary adjustments. For instance, through various assessment methods, teachers of k-8 special education class can track the learners' progress and even guide their decision-making.

Collaboratively Planning and Integrating Life Skills

The other important part of the field experience that took 2.5 hours focused on the special education class k-9-12 with the primary aim of collaboratively planning, developing, and integrating life skills within the academic curricula. Other than passing the knowledge to the students, life skills play a fundamental role in the overall well-being of students in the society. Learners should be taught on how to adapt correctly in the society and even learn to accommodate individual differences through proper ethical practice or education (Dombayci, 2014).

InTASC 7 - Promoting Collaboration and Prioritizing Student Needs

In brief, InTASC 7 promotes the collaboration of the main education stakeholders and prioritizes the student needs to develop and implement a customized instructional goals or lesson plans for students. The principle encourages collaboration in setting instruction goals, monitoring the progress of instructional goals, and integrating life skills in the curriculum.

References

Dombayci, M. A. (2014). Models of Thinking Education and Quadruple Thinking. International Journal on New Trends in Education & their Implications (IJONTE), 5(4).

Egbert, J., & Ernst-Slavit, G. (2010). Access to academics: Planning instruction for K-12 classrooms with ELLs. Boston: Pearson.

Moore, K. D., & Hansen, J. R. (2012). Effective strategies for teaching in K-8 classrooms. Thousand Oaks: SAGE Publications.