RIta Martinez - ETIP Portfolio
ETIP Goal 1 - Differentiated Instruction
The teacher is actively seeking new strategies and techniques to differentiate content, process, and student products, and is practicing these strategies regularly in the classroom, throughout all content areas and curricular units.
I believe I am currently at the Advanced Practitioner Level, but would like to progress to the expert level, especially in content and processes.
I will actively seek new strategies and techniques to differentiate content, process, and student products, and work on practicing these strategies regularly in the classroom.
This school year, I will focus on the following:
I believe I am currently at the Advanced Practitioner Level, but would like to progress to the expert level, especially in content and processes.
I will actively seek new strategies and techniques to differentiate content, process, and student products, and work on practicing these strategies regularly in the classroom.
This school year, I will focus on the following:
- At least for 1 readiness standard, I will differentiate content for students.
- At least for 1 supporting standard, I will differentiate process.
- At least for 1 set of grouping standards, I will differentiate student products.
ETIP Goal 1 Evidence
Readiness Standard, Differentiate Content: Biomolecules Lesson Plan
TEK 9A (Readiness Standard): Compare the structure and functions of different types of biomolecules including carbohydrates, lipids, proteins, and nucleic acids.
Objective: We will compare the structures of the 4 major biomolecules.
Closing Task: I will be able to identify the monomers that make up the polymers by singing "The Polymer Song".
3 Pre-Planned Questions:
Strategies:
Bell Ringer - Vocab Reference Sheet
Differentiated Content (how students access the information, click on links to see the content):
*Students were given the choice of how to access the information based on learning styles. They could study flash cards for memorization, learn the Polymer Song for memorization, take notes from the curriculum PowerPoint, highlight the reading that comes from the district curriculum, use a guide to help them construct biomolecules with pipe cleaners, or take a word wall tour of all the basic info regarding biomolecules.
TEK 9A (Readiness Standard): Compare the structure and functions of different types of biomolecules including carbohydrates, lipids, proteins, and nucleic acids.
Objective: We will compare the structures of the 4 major biomolecules.
Closing Task: I will be able to identify the monomers that make up the polymers by singing "The Polymer Song".
3 Pre-Planned Questions:
- Why do we need to eat?
- Which biomolecules are the best energy source?
- What are the monomers that make up each biomolecule?
Strategies:
Bell Ringer - Vocab Reference Sheet
Differentiated Content (how students access the information, click on links to see the content):
- Quizlet - Biomolecules flash cards
- "The Polymer Song"
- Biomolecule Notes
- Highlight Biomolecules Reading
- Build a Biomolecule with Pipe Cleaners
- Word Wall Tour
*Students were given the choice of how to access the information based on learning styles. They could study flash cards for memorization, learn the Polymer Song for memorization, take notes from the curriculum PowerPoint, highlight the reading that comes from the district curriculum, use a guide to help them construct biomolecules with pipe cleaners, or take a word wall tour of all the basic info regarding biomolecules.
Supporting Standard, Differentiate Process: Comparing Cells Lesson Plan
TEK 4A (Supporting Standard): Compare and contrast prokaryotic and eukaryotic cells
Objective: We will compare and contrast prokaryotic/eukaryotic cells.
Closing Task: I will be able to write about comparing and contrasting prokaryotic and eukaryotic cells.
3 Pre-Planned Questions:
Strategies:
Bell Ringer
Aurasma Reading
Highlight notes
Classwork Practice Questions
Differentiated Process - (how students process the information, click on link to see the process):
*Students were given the choice of how to process the information based on learning level. They could do an online word sort that would correct their wrong answers, label a Venn diagram, or extend their learning by applying their knowledge to bacterial, plant, and animal cells.
TEK 4A (Supporting Standard): Compare and contrast prokaryotic and eukaryotic cells
Objective: We will compare and contrast prokaryotic/eukaryotic cells.
Closing Task: I will be able to write about comparing and contrasting prokaryotic and eukaryotic cells.
3 Pre-Planned Questions:
- What are all living things made of?
- Do cells grow in size? Do they grow in number?
- Give one similarity all cells have.
Strategies:
Bell Ringer
Aurasma Reading
Highlight notes
Classwork Practice Questions
Differentiated Process - (how students process the information, click on link to see the process):
- Online Word Sort Manipulative - for students that need additional guidance
- Venn Diagram - for students who know the information well
- Comparing Bacteria, Animal, and Plant Cells PPT - for students who want to apply prok and euk to real life examples
*Students were given the choice of how to process the information based on learning level. They could do an online word sort that would correct their wrong answers, label a Venn diagram, or extend their learning by applying their knowledge to bacterial, plant, and animal cells.
Readiness Standard, Differentiate Products: Biomolecules STAAR Review Lesson Plan
TEK 9A (Readiness Standard): Compare the structure and functions of different types of biomolecules including carbohydrates, lipids, proteins, and nucleic acids.
Objective: We will compare the structures of the 4 major biomolecules.
Closing Task: I will be able to compare the structure and functions of the different biomolecules.
3 Pre-Planned Questions:
Strategies:
Biomolecules Video Review (Amoeba Sisters)
Biomolecules Flash Cards Quizlet Game
Discussion of Polymer Song
Differentiated Product - (how students demonstrate their knowledge of the information, click on link to see the products): *Students were given the choice of producing their knowledge of the information. They could fill in the poster with all the information they could recall (giant learning map) or do a writing dump to show everything they know about the biomolecules.
TEK 9A (Readiness Standard): Compare the structure and functions of different types of biomolecules including carbohydrates, lipids, proteins, and nucleic acids.
Objective: We will compare the structures of the 4 major biomolecules.
Closing Task: I will be able to compare the structure and functions of the different biomolecules.
3 Pre-Planned Questions:
- What are the 4 monomers?
- Which biomolecule is not a polymer?
- What are the function of each biomolecule.
Strategies:
Biomolecules Video Review (Amoeba Sisters)
Biomolecules Flash Cards Quizlet Game
Discussion of Polymer Song
Differentiated Product - (how students demonstrate their knowledge of the information, click on link to see the products): *Students were given the choice of producing their knowledge of the information. They could fill in the poster with all the information they could recall (giant learning map) or do a writing dump to show everything they know about the biomolecules.
ETIP GOAL 2 - Formative Assessment
Lessons are clearly presented in terms of previous or future learning. A larger sequence of learning is identified and the teacher shares where the current lesson fits within the larger sequence
I believe I am currently at the Advanced Practitioner Level, but would like to progress to the expert level, especially in learning targets and establishing purpose.
I will better present lessons as part of a coherent sequence of learning with meaningful connections made to previous or future learning by incorporating a word wall/readiness standard wall grouped according to clusters of associated teks.
I believe I am currently at the Advanced Practitioner Level, but would like to progress to the expert level, especially in learning targets and establishing purpose.
I will better present lessons as part of a coherent sequence of learning with meaningful connections made to previous or future learning by incorporating a word wall/readiness standard wall grouped according to clusters of associated teks.
ETIP GOAL 2 EVIDENCE
Interactive Word Wall - Popplet Version
Example of Biomolecules Cell Wall
Example of Enzymes Word Wall
Example of Cell Parts Word Wall
Example of Cell Processes Mind Map
Example of Energy Conversions Mind Map
Example of Cell Types Word Wall
Example of Biomolecules Cell Wall
Example of Enzymes Word Wall
Example of Cell Parts Word Wall
Example of Cell Processes Mind Map
Example of Energy Conversions Mind Map
Example of Cell Types Word Wall
The Popplet Version demonstrates how all the terms fit together in the subject of biology - I organized the curriculum based on the levels of organization starting at atoms and ending at ecosystems. Students can see how each topic in biology is linked from simple to complex and how all the topics build off each other; the Popplet also shows a sequential order which is essential when we review for STAAR. The various word wall clusters demonstrate how vocabulary and topics are grouped together to better organize learning. The word walls serve as a basis for linking previous learning to new learning. The mind maps are examples of organized learning using vocabulary from word walls. I hope to expand this framework for next year and have students incorporate pictures of their mind maps to shared copies of the Popplet version I built.