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We must consider the materials we have to work with.  We must consider where are kids' language development is and also learning needs.

1. To have more depth in the learning instead of “spray”. To ensure the standards are taught and stick so students will retain the information when moving to the next grade level so the nest teacher can progress to the next level and not reteachw the knowledge they ere supposed to know in the prior year

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This is SO true!
Clark:
The prioritization process relies upon effective collaboration between and among teachers across the K-12 spectrum. Sitting together and  plan out exactly the points we will teach.

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We must consider the learning styles of each student. What resources and methods will be used to prepare and teach lessons. Not overloading, we must scaffold and make it meaningful, culturally responsive. Consider prior knowledge and give opportunities to apply.

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Considerations: Are my instructions accessible to all students? What additional scaffolds have I included  to support all students?

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We need to know where to start with each student.

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What resources do I have vs what resources do I need?

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We must look at all the different needs of the students that we have. Try to come up with lessons that will challenge the higher level thinkers, while also modify it for the kids below grade level.

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How does the curriculum ie Math Modules and New ELA program allow us to design instruction?

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We need to consider the materials that we and our students have access to. We also need to consider where our students are and where we need to meet them...they will be at varying levels.

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We have to take into consideration what the students already know about the content area and see where they need to be.

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Balsamo-Marini We need to consider the starting levels of each student. 

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Balsamo-Marini We need to consider the starting levels of each student. 

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WE need to start where the students are.

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When designing instruction we have to think about the needs of all of our students. We have to consider all factors such as: learning styles, needs, and modifications. As teachers we have to consider time and pacing of the lessons/units.

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How does each child learn? What additional scaffolds do they need?

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We must consider both the learning styles of each student and their cultural backgrounds.

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Consider the students' access to and previous knowledge. Felder

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Consider the students' access to and previous knowledge. Felder

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Look at standards for grades and above and below my grade level

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What do my students come to me with? What gaps must I fill? What do they need to know when they leave me to be successful in the next grade level?

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We need to consider the importance of collaboration and assuring that our students are prepared for the next grade.

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Creating power standards that focus our teaching and student learning. Creating scaffolds to support each of the standards.

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Much more collaboration between grade levels below and above our own.  

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Much more collaboration between grade levels below and above our own.  

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We have to consider how to align standards with the students' skill level and ability.

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We have to consider how to align standards with the students' skill level and ability.

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What skills do I need to hone in on to ensure my students are ready for the next grade level? Am I delivering instructions that reach all students?

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Collaborating not with only the same grade level teachers, but also vertically, so we can accurately decide on priority standards.

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Working together as a team to decide the priority standards and make sure we are being consistent.
clark:
select those Priority Standards to emphasize the most and then focus their curriculum, instruction, and assessments to help all students achieve them.

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Which standards require the main attention and assessment.  These should be focused on first, Choose standards that are more rigorous vs foundational.. I think that if the kids are coming to us at the foundational level, this will create problems.

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We consider what the standards are we are trying to teach and where our students are in relation to that standard.

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We must consider how each student learns. Every student learns differently (hands on, visual, etc.). Make sure that you are making it meaningful to students so they can feel connected. Students ALWAYS want to know why they have to learn what we teach them. There is nothing more engaging then showing them a real-life example.

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we consider what reading level each student is currently in and what comprehension skills they have and what we need to do to make sure they can access the same level of comprehension as everyone else.

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Demographics, social skills/understanding, relatability of texts to students. Engaging information. Information that can be broken down and discussed with different comprehension groups.

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We need to understand each child's learning style and current levels to plan appropriate instruction for them.

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We need to understand each child's learning style and current levels to plan appropriate instruction for them.

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You have to consider the different academic levels of each student in the classroom. Materials need to be relevant and relatable for the students in order for them to benefit from the instruction. Instruction needs to have flexibility.

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We need to look at each of our students and see what learning style best fits them and how we can incorporate that in the lessons.

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We should always keep in mind the learning style of ths students. Their home environment is also a factor as to how they learn.
We need to know what are some negative triggers for students. (ie can they work in a small group, how much time should be given to complete a task) etc. This is for our SPED students.

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Considerations made when designing instruction that meets the needs of all students is being aware of students prior knowledge. Administering pre-assessments provides knowledge of an academic starting point for you and your students instruction.

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Considering what standards are most important for students to know and be able to do by the end of their current school year, so that they are prepared for the standards for the following school year.

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Learning styles, individual abilities, creative lisence, materials at hand

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Learning styles, individual abilities, creative lisence, materials at hand

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We need to consider the learning styles of our students, as well as where they are starting from. And what skills carry over year to year. When we can strengthen those, we can better prepare them for later learning.

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Is the content relevant to them

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IEP goals dictate what I need to plan for each of my kids.

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When designing my lessons, I am making sure I have visual & aural opportunities for students to learn the material. When teaching a grade level across the entire school, I make sure to use resources and strategies that I use in all other classes to best reach any students who may also need that strategy.

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Judy Via-Wolff,    Unique to Art perhaps, it is important to have complete creative interest individually.  I design lessons so that they have a personal connection somehow to the students individual

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Judy Via-Wolff,    Unique to Art perhaps, it is important to have complete creative interest individually.  I design lessons so that they have a personal connection somehow to the students individual

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interests., skills are important but giving students creative license within those skills gives the creative license.
e.

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Roselli, considerations in P.E.  Learning styles of students,  available equipment ,space, resources.  Interest levels of students,  making a real world connection for our students.

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Roselli, considerations in P.E.  Learning styles of students,  available equipment ,space, resources.  Interest levels of students,  making a real world connection for our students.

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We need to consider what the students have available to them with regards to materials and devices and support.  We also need to consider how the children learn best.

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We need to consider materials, where the students are, and what each child's learning style is. What do students have available and how can we stay connected with them.

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Assess each child to I know where they all are developmental. Then I can modify the lessons to meet the needs of each child.

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We must understand the learning styles of the students. This will help us in our instruction. We have to plan.

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We must understand the learning styles of the students. This will help us in our instruction. We have to plan.

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Having an understanding of prior knowledge. Understanding where the students are, what their language needs are. What materials we have to work with otherwise we are setting all of us up for failure

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I take the students background knowledge into consideration. We need to meet the students where they are at and bring them up to where they need to be.

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Meeting each student where they are academically.

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Where are they learning wise? How do they learn best? Do they understand the instructions?

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We need to consider each child learning styles, interests, cultural backgrounds and strengths.We also need to consider multiple ways   and modalities to present each lesson,

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We need to consider each child learning styles, interests, cultural backgrounds and strengths.We also need to consider multiple ways   and modalities to present each lesson,

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We need to meet the students where they are and need to
know their learning styles.

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Identifying scaffolds & strategies
Planning for them ahead of time.

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What do our student know already? What we want them to learn? What is the objective of the lesson? Are we differentiating in this lesson?

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What do our student know already? What we want them to learn? What is the objective of the lesson? Are we differentiating in this lesson?

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We need to see that the pathway of the standard from one grade level to the next (must have endurance). Understand the different learning styles.

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Understanding each child's learning styles. Building upon knowledge and learning from the prior grade. Collaboration between grade levels starting with the early grade levels, Pre-K.

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Having all teachers in each grade level come to a common ground to teach the students and prepare them for the following grade

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Collaboration with other grades along the spectrum
Prioritizing standards and using the others to help scaffold to meet the needs of all students.

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IEP goals dictate what I teach. This does not change based on the standards.

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I am now going to think of the four ways to select criteria when designing instruction.

Endurance: How will this help students in life

Leverage: Cross-over learning to other content areas

Readiness for the next level of learning: “stepping stones”

External Exams: Are the students going to see this in annual exams?

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It is important we are all on the same page when teaching the  priority standards. This will ensure that all students arrive to the next grade level with the needed knowledge.

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It is important we are all on the same page when teaching the  priority standards. This will ensure that all students arrive to the next grade level with the needed knowledge.

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what standards do they need to know to be successful in the next year and in life? What standards can be taught or combined with a priority standard. How can I teach this in more than one modality?

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what standards do they need to know to be successful in the next year and in life? What standards can be taught or combined with a priority standard. How can I teach this in more than one modality?

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Knowing the standards before hand so that you can adapt it to your student needs.

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Roselli, Instructional plans must be aligned with the skill level ,age group and abilities .

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Roselli, Instructional plans must be aligned with the skill level ,age group and abilities .

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We should consider which standards will aid students in future learning, and then which standards will help scaffold those priority standards. We should work to create this scaffold together.

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Teachers need to work with the teachers below and above your grade level so there is consistency throughout grade levels.