TPE 5

TPE 5.1

TPE 5.1

Makes instruction relevant by actively and equitably engaging students via progress monitoring, meaningful questioning, and reengagement of off task learners.

Making instruction relevant to my students is extremely important in helping the content stick with students, as well as keeping off task learners engaged. In this lesson on telling time, students were very engaged in the content. This content is relevant to all students as they all need to know how to tell time in everyday life. The group of students this lesson was planned for is a group of fourth grade boys who are very competitive. For example, one of these fourth grade boys has an IEP under the area of OHI due to his diagnosis of ADHD, however the competitive environment helps him focus. This is why I decided to incorporate a game for students to play in two different teams. This team-based game helped reengage off-task learners. There was a matching game played at the end of the lesson, which helped keep students engaged. For example, there was one student who was not interested in playing, however as he saw his peers play, he became competitive and engaged with the content and joined with his team to help them find the matching clock with the correct time. There is a picture of a sample of the game listed to the right.

Another way I make instruction relevant to my students is by asking meaningful questions. For example, I use Costa's Levels of Thinking and Questioning throughout my lessons. To the right I have included one visual that gives examples of Costa's questioning for social studies. I use the different levels of questioning for different students. This is also a way I can differentiate instruction. For example, for a student who is at a lower level with the content I am teaching, I would ask a level 1 question such as "what is the question asking us to find?" This question will still allow me to engage the student, but in a way that they can actually participate and not feel overwhelmed. However, for a higher leveled student, I might ask them to give an example of what we are learning about which activates their higher order thinking skills. These questions are a great way to include all students in classroom discussions.

Many students become off task during instruction when the content is not relevant to them. I always try my best to make instruction relevant to all students, however there have been times where they are still uninterested in the material. One way I have been able to engage off task learners is by using a first then chart or a star chart. This has been beneficial in reengaging students as they can visually see what they are working towards. For example, many students like to play when they are done with work, however, they have to complete the lesson/work first, and then they can play. The star chart has also been very beneficial engaging off-task learners as the stars are mini rewards for students. Some students need instant gratification to stay focused and on task, which the stars provide for them. For example, during a lesson I had a student who was very off task and wanted to play games on i-Ready. I used the first then chart to reengage this student and told him that he could play i-Ready games but he had to focus on the lesson and complete his work first and then he could play once he was done. This chart helped this student refocus and engage with the content we were learning.