Instructional Delivery

Artifact Description: Small group instruction was implemented daily throughout my student teaching placement. This artifact is an example of small groups for ELA, each group consisting of 4-5 students. Small groups consisted of both English and Spanish instruction.

IPTS Connection:  These small groups connect with the fifth IPTS and knowledge indicator “knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources” (5C). Small group instruction is intended to be effective focusing on student needs and academic skills. Small groups were rotated upon completion of tasks and set time. Each group consisted of a different focus that helped students activate prior knowledge and make connections to new information.

What I learned: Throughout my student teaching experience I learned the importance of small group instruction. Small groups were created effectively which increased student participation, safe learning environment, and reflection.  

Artifact Description:  This rubric was used to define and explain clear targets. Students used this rubric when creating their book report for the novel, I Survived: the Shark Attacks of 1916.

IPTS Connection:  This rubric connects with the fifth IPTS and performance indicator “develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking” (5L). I read and explained to the students each expectation required to successfully design the final product and receive full credit. I presented the students with an example of my own cereal box book report that I created in Middle Grades Literacy (AEDU312). I encouraged students to think critically and creatively when presenting the required information regarding the characters, setting, and summary of the novel.

What I learned: I learned the importance of organization and having all required materials ready. I also learned how to integrate sets of guidelines that were used to evaluate criteria, quality explanations, and a scoring strategy. By using this rubric I was able to provide feedback and evaluation of students’ final product, Cereal Box Book Report.