CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans daily lessons using
available curriculum and
information from district
and state required
assessments.
9/25/17
4.1 Using knowledge
of students’ academic
readiness, language
proficiency, cultural
background, and
individual
development to plan
instruction. Is aware of impact of bias
on learning.
My lessons follow the CA
content standards. I make
sure that I use those
standards as a guideline
when I plan lessons. For
my students. 9/25/17
When planning physical
activities. I follow the Physical
Education Model Content
Standards for California Public
Schools Kindergarten Through
Grade Twelve. I teach
Kindergarten through grade
eight. Using this book and
provided website online, I am
able to play my lesson plans and
activities based on the content
standards that California public
school uses. This allows me to
teach and assess my students on
their physical activity levels.
5/7/18
The school provides IEPs for
Exploring Applying Integrating Innovating
Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
sequence of lessons using instruction based on instruction, which is instruction that provides
additional assessment knowledge of students’ based on broad systematic opportunities
information on student academic readiness, knowledge of students. for supporting and
academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
individual development. individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Becomes aware of Planning addresses bias, Engages students in the
potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Each student at my
school has an Academic
Learning Plan. In the
Academic Learning
plans, it provides
teachers with their
grades and how they
learn. I like to sit with
teachers and review
academic learning
plans of students in
question. This allows
me to have a better
understanding of my
students and
accommodations that
would work well with
them.
4/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

many students at the school.
Before the school year begins,
I like to review those with
IEPs so that I may have a
better understanding of my
students so that I can teach.
Although my class sizes may
be around 50 students, I like
to provide various resources
to use when teaching my
objectives. This would allow
me to teach to a wider
audience.
10/18

Communicates learning
objectives for a single
lesson to students based
on content standards and
4.2 Establishing and
available
articulating goals for
curriculum9/25/17
student learning
. address students’ diverse
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to articulates learning goals articulates
development with students clear learning to students that integrate comprehensive short-
students in single lessons goals for content that are content standards with term and long-term
and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
When I am teaching a
skill or explaining the
activity, I always make
sure to communicate to
the students what their
objective for the lesson is.
I want to make sure that
they know that and are
able to measure it as well.
9/25/17
Exploring Applying Integrating Innovating
In PE, my main goal for all my
students is for them to live a
long and healthy lifestyle. I teach
the importance of making
healthy choices and being active
physically. When I do activities
or games, I let the students
know what my goals are for the
lesson and what they can use it
for. For example, if I’m teaching
volleyball forearm passing to the
5th grade class, I talk about how
passing in volleyball is the most
important skill in the sport.
Being able to forearm pass a
volleyball will allow a game of
volleyball to be played. I create
and discuss easy to obtain goals
for them with the skill and teach
it to them so that they may have
that knowledge. With the
students skills progression, it
usually leads up to other
activities that uses the learned
skills. 5/7/18
For student learning, my main
goal is for my students to be
equipped with the knowledge
they need to live a long and
healthy lifestyle. Using
technology and the resources
available online, it would help
me achieve those goals. When
I want students to preview
something for the next class, I
may assign them BrainPop
videos to preview the lessons.
Students can come to class
with some prior knowledge. I
also teach students about an
app called MyFitnessPal.
MyFitnessPal is an application
that allows students to
monitor their nutrition intake
as well as physical activities.
The app helps students with
achieving their lifelong goal.
9/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I believe that this
domain fits with this
CSTP real well. I like to
work with my
colleagues to help
provide students with
obtainable learning
objectives. My goal is
for students to live a
healthy lifestyle. By
being able to create
obtainable goals,
students would be able
to see progress towards
their goals.

4/19

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. 9/25/17 of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student learning. short-term instructional
learning plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I usually plan my lessons With the older students, I create
units of sports that I want
a week in advance. I
students to be able to learn and
usually modify as well play. In the past, I’ve used
depending on where my resources with sports unit plans
students are after the and I teach it to the students. In
lesson. If they need to the beginning, I explain the
history of the sports, rules, skills
spend more time with the needed to play and teach
lesson, I may do another students the skills. By the end of
day of that lesson so that the unit, students would be able
they have the chance to to play full or modified games of
the sports. For example, when
practice it. 9/25/17 teaching volleyball, I teach the
students how to pass, set and
get the ball over to the other
side. I teach the skills and have
students practice skills with
partners and in physical
activities. Students will then use
all the skills and play in a
modified game of volleyball.
5/7/18

With the older students, I like

to teach units of sports so that
students can learn and play.
One idea that I've begin using
was using the school issued
iPads and having students
take stills or record videos of
themselves practicing various
sport skills. Students are able
to watch the videos and
correct any movement errors
that they may have. Students
can also view their progress
after being able to practice
the skills.
9/18

I teach about 50
students per grade.
When planning a lesson,
I like to incorporate as
many teaching
strategies as I can to
ensure students meet
the learning objectives.
When teaching, I like to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

be consistent and
connect each lesson
with the previous
lessons. For example,
when I teach the 7th
graders how to play
volleyball, I break down
the skills and teach
students how to
properly perform the
skills and also plan for
lead up activities. By the
end of the unit, students
should have a basic
grasp of volleyball
concepts.
4/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student
strategies to meet the content, learning, and
learning needs of all language needs through
students data provided by the site
and district.
Selects strategies for Incorporates Plans instruction using a Plans instruction
single lessons or differentiated wide range of strategies incorporating a repertoire
sequence of lessons that instructional strategies to address learning styles of strategies specifically
respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
students’ diverse appropriate support and advance learning for all.
language, and learning challenges for students.
Seeks to learn about needs and styles. Facilitates opportunities
students’ diverse learning Integrates results from a for students to reflect on
and language needs Uses assessments of broad range of their learning and the
beyond basic data. students’ learning and assessments into impact of instructional
language needs to inform planning to meet strategies to meet their
planning differentiated students’ diverse learning learning and language
instruction. and language needs. needs.

When giving instructions to the

students, I make sure to include
more than just verbal
instructions. If I’m teaching a
concept or skill, I may write
each critical element of the skill
on paper so that they can read
each step one by one. I will then
connect each of those steps with
a visual aid by modeling and
demonstrating what each
critical element looks like. For
example, when I’m teaching the
students on how to shoot a
basketball, I will teach them feet
shoulder width apart, knees
bent, elbow L to I, and then
follow through. I will
demonstrate in front of the class
and then have students practice
without a basketball so that they
can see and feel what they are
learning.
5/7/18

One thing that I've learned to

use in my PE classes are
choiceboards. Through CSUF's
FOTIP program, I have created
a basic choiceboard that
provides choices for students.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Each of the choices are
achieving the same learning
goal, but provides different
ways for students to show that
they've learned the objective.
I am planning on created
choice boards for physical
activities in class. For
example, when I want
students to warm up their
bodies properly, I will create a
choice board with various
exercises and stretches. Each
exercise and stretch covers
different components of
physical fitness. Choiceboards
allows me to use different
strategies that students are
comfortable with.
10/18

I believe that in order

for myself to plan
instructional strategies,
I must learn about my
students first. Learning
about student needs or
accommodations would
allow to find different
ways to teach that
would benefit the
students. Some
examples would be
having students
participate in modeling,
or having the students
practice different skills
without equipment.
4/19
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the 9/25/17 lessons to address plans. Uses culturally uses a variety of materials based on in depth
assessed learning students’ learning needs. responsive pedagogy and as the instructional needs analysis of individual
needs of all students. additional materials to arises to support student student needs.
support students’ diverse learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

learning needs. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.

When following my In Physical Education, I

constantly make ongoing
curriculum, I make sure I
adjustments to the instructional
follow it as much as I can, plans and use variety of
but being PE, I may materials. Depending on
modify if needed. students needs, I may have to
9/25/17 re-teach or modify the physical
activities when teaching skills.
For example, if I’m teaching
students how to throw Frisbee, I
may have them work with a
partner, but if students aren’t
able to successfully throw and
catch a Frisbee to a partner, I
would have to re-teach and
focus mainly on the throwing
aspect. I could have students
lined up in a straight line and
give them their own individual
Frisbee and have students start
throwing when I give them the
cue. I could also modify the
activity to challenge them as
well. I can also use different
equipment if needed. For
example, when I’m teaching
hand-eye coordination using
badminton racquets, I can have
students first learn using big
paddle boards so that they may
learn with an instrument that
could achieve success.5/7/18

As a physical education
teacher that is beginning to
familiarize with using
different technologies to
integrate into lesson plans, I
am extremely excited to
incorporate different
instructional plans. Before I
use to teach a lesson and
provide graphic organizers
and make adjustments if
needed, but with the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

resources that I've learned to
use in the past 3 months, I
have now included different
resources to allow more
success. Tools such as
BrainPop and Edpuzzle. I use
BrainPop for students to
preview lessons before they
come to class. Students are
able to ask questions the next
day. Having students use
BrainPop, allows for them to
have more time to practice the
skills or engage in activities.
Using EdPuzzle, I am able to
monitor student learning and
make adjustments to my
instructions as well.
10/18

In Physical Education, I
constantly make
ongoing adjustments to
the instructional plans
and use variety of
materials. Depending
on students needs, I
may have to re-teach or
modify the physical
activities when teaching
skills. For example, if
I’m teaching students
how to throw Frisbee, I
may have them work
with a partner, but if
students aren’t able to
successfully throw and
catch a Frisbee to a
partner, I would have to
re-teach and focus
mainly on the throwing
aspect. I could have
students lined up in a
straight line and give
them their own
individual Frisbee and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

have students start
throwing when I give
them the cue. I could
also modify the activity
to challenge them as
well. I can also use
different equipment if
needed. For example,
when I’m teaching
hand-eye coordination
using badminton
racquets, I can have
students first learn
using big paddle boards
so that they may learn
with an instrument that
could achieve success.