Standard7

Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

Evidence 1:

Rationale 1: This project was developed in response to student input. This is a part of my junior/senior level Principles of Baking and Pastry course. We were involved in our cookies and bars unit when we were discussing different examples of cookies. One student asked if gingerbread was an example of a rolled cookie, which led to a discussion on gingerbread. I then asked the group if this is something they wished to do. They enthusiastically responded yes. I explained that in lieu of the unit on éclairs and cream puffs that we would substitute that with gingerbread. In response I developed a basic project sheet which had students do some brief research on gingerbread houses and then determine the style that they wished to replicate. I then met with each group and assisted them with understanding the process to replicate the house and plan out the details necessary to complete the project. The students were extremely eager to begin the process and successfully completed the projects with much pride in their work.

KSD

7.K.3 The teacher knows when and how to adjust plans based on student responses and other contingencies.

Based on student input adjustments were made to the course outline in order to support student desires.

7.S.5 The teacher responds to unanticipated sources of input, evaluates plans in relation to short-term and long-range goals, and systematically adjusts plans to meet student needs and enhance learning.

Although the initial course plan was to do a specific type of pastry product; student input is important to embrace where appropriate. Since there was enough time to make the adjustment, it was determined that this would be an appropriate project to meet student needs.

7.D.2 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances.

This was a great example how student input can make room for the need to adjust and revise plans in order to create reciprocal learning environment.