FEAPS 1-4

Antonio Miles
College of Education
University of South Florida

FEAP 1 Instructional Design & Lesson Planning

a.
b.
c.
d.
e.

f.

Aligns instruction with state-adopted standards at

the appropriate level of rigor.
Sequences lessons and concepts to ensure
coherence and required prior knowledge.
Designs instruction for students to achieve mastery.
Selects appropriate formative assessments to
monitor learning
Uses a variety of data, independently, and in
collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously
improve the effectiveness of the lessons.
Develops learning experiences that require
students to demonstrate a variety of applicable
skills and competencies.

FEAP 1
a. Aligns instruction with state-adopted standards at the appropriate level of rigor.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery.

a. All lesson plans that I designed and taught follow all state-adopted standards that
were provided by Hillsborough County Schools. These standards are also required to be
integrated into all observed lessons that are used for evaluation purposes for USFs
College of Education. Here is a link to one of my observed lesson plans for referencing.

b. When attempting to harness prior knowledge of students, I typically have an open

discussion with students of provide some sort of visual stimuli that will allow students
to reference an experience or a previous lesson. During lesson, students also have the
opportunity to communicate with each other in order to share ideas that allows to
make connections to prior knowledge. Here is a link to one of my observed lesson plans
for referencing.

c. When formulating lessons I practice the gradual release method. First I model
expectations and give examples of the objective. I have students help me with
executing the objective(s). Then I have students individually demonstrate the
objective(s). Here is a link to one of my observed lesson plans for referencing.

ARTIFACTS
a.
https://docs.google.com/document/d/1cTt7BRODxv6O8C-dsNdxwTvdm4LIBcqppf9MEN-TYY/edit?usp=sharing
b.
https://docs.google.com/document/d/1cTt7BRODxv6O8C-dsNdxwTvdm4LIBcqppf9MEN-TYY/edit?usp=sharing
c.
https://docs.google.com/document/d/1hqtPbEpVQgBJpoY2Tzdua9cZkGa
R_maemBn1NoFt8dU/edit?usp=sharing

FEAP 1

d. Selects appropriate formative assessments to monitor learning

e. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously improve the effectiveness of the lessons.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies.

d. With every lesson, I ensure that there are formative assessments that help me guide my instruction
throughout the lesson. At times students are asked to quietly raise their hands. Other time students
may be asked to turn and talk with their neighbor. I attended a training on overt responses last month
and I actually used one of the responses as a formative assessment. It proved to be very effective.
Students participated in a shared reading of a realistic fantasy book. They were asked to distinguish
between real instances versus fantastical instances throughout the story. Students used a flip card
with an R on one side for REAL and an F on the other side for FANTASY. Here is an example of
this assessment.

e. Every week teachers and staff are required to attend staff meetings. During specific meetings
teachers participate in professional development breakout sessions. I attended a session that focuses
on Istation, which is a reading comprehension tool, which students use online. The data measures
students ability levels and crafts individualized lessons for each of them, based on their performance.
Here is an example of literature from that training.

f. When students are responding to shared readings I not only require them to dictate their responses
pictorially, but also in writing and verbally. This allows me to individually assess students based on
individual strengths. It also allows me to monitor performance gains in each of these areas over time.
Here is an example of a students work that requires a written response and drawing.

ARTIFACTS
d

FEAP 2 The Learning Environment

a. Organizes, allocates, and manages the resources of
time, space, and attention.
b. Manages individual and class behaviors through a wellplanned management system
c. Conveys high expectations to all students.
d. Respects students cultural, linguistic and family
background
e. Models clear, acceptable oral and written
communication skills
f. Maintains a climate of openness, inquiry, fairness, and
support
g. Integrates current information and communication
technologies
h. Adapts the learning environment to accommodate the
differing needs and diversity of students
i. Utilizes current and emerging assistive technologies that
enable students to participate in high-quality
communication interactions and achieve their
educational goals.

FEAP 2
a. Organizes, allocates, and manages the resources of time, space, and attention.

b. Manages individual and class behaviors through a well-planned management system

c. Conveys high expectations to all students.

I develop daily lesson plans in along with my CT and independently. I must follow state and district
requirements for the required durations of time for each subject. Plans also me to organize
activities throughout each day and be able to strategically place items around the classroom to
make sure that they are easily accessible, which ensures that the flow is the day is not interrupted.
Here is a photograph of my independently written lesson plans.

Student behaviors are monitored by a color scale that has been adopted by all Kindergarten
teachers. Students are reminded throughout the day of their behavior. Names are subsequently
moved to the right for undesirable behaviors and moved to the left for desirable behaviors. At the
end of each day I mark the students color in their to go home folders. Here is a photograph of the
classroom behavior scale.

When releasing students to perform specific tasks I express to students what is expected of them. I
also am sure to encourage students to perform expected tasks through verbal praise and periodic
reminders of what is expected of them while they are completing such tasks. Here photograph of
stickers that I use to encourage quality work.

ARTIFACTS
a

FEAP 2
d. Respects students cultural, linguistic and family background
e. Models clear, acceptable oral and written communication skills
f. Maintains a climate of openness, inquiry, fairness, and support

Each month students complete a family project. The project varies from month to month. It is designed to
give students the opportunity to work together with persons within their home and provide a sense of pride
when sharing projects with the class. Projects also give students the opportunity to incorporate cultural
aspects and individual interests into their work. Here is a sample of Aprils family project, where students
were asked to construct their face out of various items from around the home. This particular project is
mine because the students were adamant about making sure that I made one as well.

At the beginning of each week students focus on a list of vocabulary words that from our shared reading
lessons. Prior to conducting the lesson, I copy down all of the vocabulary words and ensure that everything
is spelled right, spaced appropriately and correctly defined. When I began the lesson, I orally review these
each word and attempt to gather back ground knowledge or allow students to make cultural connections.
Here is a photograph of a shared reading that I taught.

f. I am able to regulate student behavior through the use of the classroom behavior system. Not only does
it serve as a management tool, it also serves as platform that promotes verbal and nonverbal
encouragement. Students understand each of their behaviors are equitably monitored with fairness in
mind. Here is a photograph of our classroom behavior system.

ARTIFACTS
d

FEAP 2

g. Integrates current information and communication technologies

h. Adapts the learning environment to accommodate the differing needs and diversity of students
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

g. During one of my lessons that taught the meaning of character I chose not to conduct a
traditional shared reading lesson. However, I chose to find the book on www.storylineonline.net.
This websites contains a series of books that are read by a famous actors and actresses. When the
orator is ready, the students can only see the pictures of the book, which as carefully designed to
become moving illustration. Here is a link to the book.

h. The classroom was rearranged by my CT and I because certain students displayed behaviors that
were not reflective of the culture that is promoted in the classroom. Students table groups were
broken down into smaller groups, comprised of 2 to 3 students per table. This was aimed at
reducing side conversations, arguing and work avoidance. Here is a photograph of how the room was
reorganized.

i. Throughout each day we I make use of the Elmo machine in the classroom. It is what was once
known as an overhead projector. However, it does much more than simply project. It can now be
used with thumb drives in order to display content. One can also use it to take pictures with and
print items that are discussed in class. I primarily use it to have students come up to answer
questions in front of the class or to play whole-class games while I use the Elmo to project the
image on my iPad. Here is a photograph of the Elmo, which is located at the front of the classroom.

ARTIFACTS
g

http://www.storylineonline.net/enemy-pie/

FEAP 3 Instructional Delivery and Facilitation

a. Deliver engaging and challenging lessons
b. Deepen and enrich students understanding through
content area literacy strategies, verbalization of
thought, and application of the subject matter.
c. Identify gaps in students subject matter knowledge.
d. Modify instruction to respond to preconceptions or
misconceptions.
e. Relate and integrate the subject matter with other
disciplines and life experiences.
f. Employ higher-order questioning techniques.
g. Apply varied instructional strategies and resources,
including appropriate technology, to provide
comprehensive instruction, and to teach for student
understanding.
h. Differentiate instruction based on an assessment of
student learning needs and recognition of individual
differences in students.
i. Support, encourage, and provide immediate and specific
feedback to students to promote student achievement.
j. Utilize student feedback to monitor instructional needs
and to adjust instruction.

FEAP 3

a. Deliver engaging and challenging lessons

b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and
application of the subject matter.
c. Identify gaps in students subject matter knowledge.

a. I always to incorporate non-traditional norms within the classroom in order to spark students interest and
maintain engagement. We are currently working on part-part-whole relationships in math. I worked with students on
a worksheet that explored the concept and provided one part of the whole. Students had to find the other part.
When I released students, they found that their tables had been written on with dry erase markers. The task was for
them to independently solve 3 part-part-whole problems on their own, by writing the answers on their table with
their own dry erase marker. Here is a photograph of students engaging in this activity.

b. Students were asked to partake in a performance task after a shared lesson that was observed by my supervisor.
The story was about how the character learned to become friends with his enemy as opposed to sabotaging him and
coercing him into eating a disgusting pie. Students were to tell of a time where they chose to recall a time where
they chose to be nice to someone as opposed to being mean to then and write about it. Here is a photograph of the
performance task.

c. While teaching a unit on near and far there were a few students that not understand the concept of near and far.
In order to make a real world connection for them, I took them outside. While outside students were given a view
finder (a small piece of construction paper with the center cut out). We stood far away from a particular tree and
looked through our view finders. Students drew what they could see through the opening. Then we walking closer to
the tree and students then illustrated what they saw up close. Once done, we returned to the classroom and
discussed the differences in what was seen at the two distances in which we stood. By the end of the lesson,
students have a greater understanding of near and far. Here is a photograph of my students illustrating what they
saw when they got near the tree.

ARTIFACTS
a

FEAP 3
d. Modify instruction to respond to preconceptions or misconceptions.
e. Relate and integrate the subject matter with other disciplines and life experiences.
f. Employ higher-order questioning techniques.
g. Apply varied instructional strategies and resources, including appropriate technology, to provide
comprehensive instruction, and to teach for student understanding.

Based upon student responses to questions I ensure that I am foreword thinking, in order to counteract
and better respond to student misconceptions and preconceptions. At the kindergarten level there are
many to address. For this reason, I integrate lessons with content that allows for me to get an
understanding of the students prior knowledge. Here is a link to a lesson plan that is exemplary of that.

Even though subject specific curriculum guides and are not intended to directly parallel each other
throughout the entirety of the school year, at times they do. During the 4 th 9 weeks students began to
learn about animal habitats in the ELA. In Science we had arrived at the point where we would also
carry out a long term investigation on a Painted Lady Butterfly. During the investigation we also spoke
about the butterflys habitat. Making that hand on connection proved very beneficial for the students.
Here is a photograph of the students long term investigation.

At the beginning of a lesson that was where I taught students about cause and effect relationships. I
asked students if they could make a connection to a recent story that we could have read a few weeks
prior. Even though the focus of the lesson was cause and effect, they were also able to compare
characters and plots between two stories. He is a link to my plans for this lesson.

In kindergarten we are required to structure our ELA time with the Daily 5 platform in place. Students
have the choice of read to self, read to someone, word work, listening to reading and writing. Students
can choose 3 rotations for the day and may change them daily. This platform allows for students to be
pulled for computer assessments on iStation and for small groups with the teacher. Here is a
photographic of our Daily 5 bulletin board that outlines the expectations for each station.

ARTIFACTS
d

https://docs.google.com/document/d/1R14rj525RqHB7jDe7
ZkBnYhI1uJFVV2xhFD0mEwKOHY/edit?usp=sharing

https://docs.google.com/document/d/1hqtPbEpVQgBJpo
Y2Tzdua9cZkGaR_maemBn1NoFt8dU/edit?usp=sharing

FEAPS 3
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual

differences in

students.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.

h. We are currently working on part-part-whole relationships in math. I worked with students on a worksheet
that explored the concept and provided one part of the whole. Students had to find the other part. When I
released students, they found that their tables had been written on with dry erase markers. The task was for
them to independently solve 3 part-part-whole problems on their own, by writing the answers on their table
with their own dry erase marker. However, because I am familiar with the ability levels I differentiated their
performance task by providing one of the parts. This way it would be directly reflective of what we did as a
whole class. Here is a photograph of students working on this task.

After students complete performance tasks I check their work for mastery of the objective, spelling and
adherence to writing conventions. I get down to eye level with each student and provide verbal feedback and
extra assistance with areas of struggle. Once I see that the student has met these expectations, I will place a
stamp on their paper to not only show completion, but also reinforce that it is quality work and quality work is
always praised. Here is a photograph of a students work with a SUPER stamp on it.

j. As any good teacher should, I always make sure that I use student feedback in order to guide future
instruction. Student misconceptions, lack of knowledge and prior knowledge all work together to shape my
instruction. For example, Student were instructed to complete a first, next and last foldable and write out
each step as it relates to day and night. When reviewing students writing, I was able to assess student
misconceptions about the sun and the moon in the daytime and nighttime sky. Here is a photograph of that
performance task.

ARTIFACTS
h

FEAP 4: Assessment
a. Analyzes and applies data from multiple assessments and
measures to diagnose students learning needs, informs
instruction based on those needs, and drives the learning
process.
b. Designs and aligns formative and summative assessments
that match learning objectives and lead to mastery.
c. Uses a variety of assessment tools to monitor student
progress, achievement and learning gains.
d. Modifies assessments and testing conditions to
accommodate learning styles and varying levels of
knowledge.
e. Shares the importance and outcomes of student
assessment data with the student and the students
parent/caregivers.
f. Applies technology to organize and integrate assessment
information.

FEAP 4
a)Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs
instruction based on those needs, and drives the learning process.
b) Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.
c) Uses a variety of assessment tools to monitor student

During each lesson I am certain to include various formative and summative assessments
that I use to guide my minute by minute instruction and day to day instruction. These
assessments allow me to identify the various needs of each student. Identifying these
needs makes it easier as a teacher to differentiate material for them. Here is a link to a
lesson that I carried out that exemplifies this.

During each lesson I am certain to include various formative and summative assessments
that I use to guide my minute by minute instruction and day to day instruction. The
diversity in assessments allows for students to better grasp concepts and for me as a
teacher to identify mastery in a way that is unique to each students learning.

When planning for assessments I make sure that I try to keep them fun and beneficial. I
recent went to a training that focused on overt response. I took the idea of overt
responses and created an assessment that was developmentally appropriate for my
classroom. I created flip cards for student to visually show me their thinking of whether
instances in the book could be real and fantasy. Here is a photograph of that assessment.

ARTIFACTS
a/b https://docs.google.com/document/d/1hqtPbEpVQgBJpoY
2Tzdua9cZkGaR_maemBn1NoFt8dU/edit?usp=sharing

FEAP 4
d) Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.
e) Shares the importance and outcomes of student assessment data with the student and the students
parent/caregivers.
f) Applies technology to organize and integrate assessment information.

In math students were having slight difficulty with part-part-whole relationships. When I
realized this I created an assessments that would completely surprise and engage the
students. I wrote on their tables with dry erase marker. Each student had to correctly
answer 2 out of 3 questions in order to show mastery of that concept. This modification
proved successful, for over 85% of students met the objective.

During the 3rd 9 weeks I attended conference night with my CT. This night requires teachers
to stay after school until 8pm to meet with parents who would normally not be able to
make conferences during the day or whom would simply like to meet with the teacher in
order to discuss their childs progress. During the conferences, both my CT and I made
comments on student achievement and concerns with student learning and behavior.

While learning addition I had students get into groups and play an addition game, which was
projected onto the projector screen. Each student had a change to answer a question and
were able to see mistakes that were made by their peers; mistakes that any of them could
make. While playing the game, I took mental note of those students that struggled with
questions and made sure that I gave them extra help when completing similar objectives.

ARTIFACTS
d