Standard 1: Learner Development
The Interstate Teacher Assessment and Support Consortium (InTASC) Standard One involves the development of learners as a teacher should recognize that there are individual differences in learning and development and that they should create learning experiences that are challenging yet still fit in the specific developmental level. On this page, scaffolded T-Charts, point of view scavenger hunt bingo activity, and journals with assisted technology will be discussed in how they demonstrate standard one of INTASC. These pieces of evidence were gathered throughout my student-teaching experience.
Scaffolded T-Bar Charts: I have demonstrated standard one by differentiating instruction based on the level of students. For example, when creating their Topic Sentence Bar (T-Bar) Charts, honors students given one example and then instructed to create the rest of the topic sentences, details, and examples for their body paragraphs themselves. In contrast, the general class of students were scaffolded in creating their body paragraphs as they were given the topic sentences on the board to build off. Students are still practicing the same skills, just in a differentiated manner that fits within their level.
Point of View Scavenger Hunt Bingo: In my time interning at Northside High School, I created a review activity on point of view. By turning the review into a scavenger hunt bingo style, students are able to get up and move while identifying the different types of perspectives. This demonstrates standard one as the scavenger hunt is a fun, yet challenging activity that allows students to pick and choose their path to getting a BINGO.
Journals: In the English Language (EL) classroom, students write in their journals to a daily prompt. They are required to write a paragraph with at least five sentences responding to the question. Students who are newcomers to the English language are allowed to use google translate on their laptops. By allowing them to use Google Translate, they are still able to work on their paragraph practice in trying to include an introduction sentence with three reasons, and a conclusion sentence. Here, students are consistently practicing their skills in a challenging way, that meets them at their level.
