GFN2 Task 1 Teaching Practice Self-Inventory
Student Name *Fill out below!*
D629 Task 1 Teaching Practice Self-Inventory
Consider how you planned and taught a recent lesson. Thinking about your professional
practice before and during that lesson, rank yourself in each area based on the following
scale:
1—Area for Growth
2—Improving
3—Solid Strength
4—Area of Excellence
Planning 1 2 3 4
I defined clear learning objectives aligned to standards
that considered learners' prior knowledge.
I gathered relevant, high-interest materials and
resources.
I prepared formative and summative assessments that
directly aligned with the learning objective or
objectives.
I planned for smooth transitions that limited disruptions
to learning.
I planned activity and lesson time to ensure effective
and efficient use of class time.
I incorporated academic and nonacademic skills into the
lesson.
I considered my learners carefully to avoid bias,
stereotypes, or assumptions in the lesson or materials.
Instruction 1 2 3 4
I communicated the learning objectives to students and
provided a purpose for the learning.
I used evidence-based instructional strategies that
supported my students and the concepts and skills
taught in the lesson.
I managed time well during the instruction and
completed the lesson in approximately the time
planned.
I reinforced classroom norms to help ensure all students
felt seen and heard.
I differentiated instruction, materials, and resources to
meet the needs of all learners.
I evaluated student engagement throughout the lesson
and adjusted as needed to maintain student interest.
, GFN2 Task 1 Teaching Practice Self-Inventory
Assessment 1 2 3 4
I encouraged all students to participate in class
activities in order to monitor student learning.
I consistently evaluated student understanding
throughout the lesson and adjusted the lesson and
activities when there were gaps in understanding.
I differentiated assessments to meet the needs of all
learners.
I provided critical, actionable feedback that allowed
students to feel supported and encouraged.
I used formative and summative assessments that
encouraged higher cognitive level thinking.
I used assessments that effectively measured student
understanding, so I know how to adjust future lessons
based on students' needs.
Student Name *Fill out below!*
D629 Task 1 Teaching Practice Self-Inventory
Consider how you planned and taught a recent lesson. Thinking about your professional
practice before and during that lesson, rank yourself in each area based on the following
scale:
1—Area for Growth
2—Improving
3—Solid Strength
4—Area of Excellence
Planning 1 2 3 4
I defined clear learning objectives aligned to standards
that considered learners' prior knowledge.
I gathered relevant, high-interest materials and
resources.
I prepared formative and summative assessments that
directly aligned with the learning objective or
objectives.
I planned for smooth transitions that limited disruptions
to learning.
I planned activity and lesson time to ensure effective
and efficient use of class time.
I incorporated academic and nonacademic skills into the
lesson.
I considered my learners carefully to avoid bias,
stereotypes, or assumptions in the lesson or materials.
Instruction 1 2 3 4
I communicated the learning objectives to students and
provided a purpose for the learning.
I used evidence-based instructional strategies that
supported my students and the concepts and skills
taught in the lesson.
I managed time well during the instruction and
completed the lesson in approximately the time
planned.
I reinforced classroom norms to help ensure all students
felt seen and heard.
I differentiated instruction, materials, and resources to
meet the needs of all learners.
I evaluated student engagement throughout the lesson
and adjusted as needed to maintain student interest.
, GFN2 Task 1 Teaching Practice Self-Inventory
Assessment 1 2 3 4
I encouraged all students to participate in class
activities in order to monitor student learning.
I consistently evaluated student understanding
throughout the lesson and adjusted the lesson and
activities when there were gaps in understanding.
I differentiated assessments to meet the needs of all
learners.
I provided critical, actionable feedback that allowed
students to feel supported and encouraged.
I used formative and summative assessments that
encouraged higher cognitive level thinking.
I used assessments that effectively measured student
understanding, so I know how to adjust future lessons
based on students' needs.
