Standard 2


Proficiency of Professional Standards of Michigan Teachers



Instructional Design and Assessment-

Facilitation of learning and achievement of all students







Sub-Standards of Standard 2

Explanation of when/where/how I met the appropriate level of mastery

a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities.

In my Developmental Psychology course we discussed the development of the human body and mind.

b. Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity.

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c. Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative assessments to evaluate learning and ensure the academic achievement of all students.

In the unit plan I created during Maymester I used many assessment tools which included both informal and formal methods.

d. Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly.

In many Spanish courses that I have taken, we have discussed beliefs and biases about the Latino community and how one’s biases may affect their actions.

e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education.

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f. Design and implement instruction based on Michigan Curriculum Framework using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data.

 Through the many unit plans that i have created in my three years of the Albion College Education Program, this has been addressed.

g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students.

During my student teaching, I would read the tests aloud to my students so that I was testing their knowledge of subject matter and not test their reading.

h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives.

During Maymester I learned to time manage and focus on the important elements of a classroom.

i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, digital).

While student teaching I incorporated literacy throughout the school day and across the curriculum.

j. Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs.

I worked with a lower achieving student in my student teaching to give her extra support in letter recognition using small games, one-on-one activities and flash cards.


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