Embedded Files
Standard #8 Instructional Strategies:
Standard #8 Instructional Strategies:
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Meeting this standard means that the teacher uses a variety of instructional strategies to encourage the learners to push the students learning further and develop a deeper understanding of certain content areas, and how they are connected. The teacher will provide the students with the knowledge of how they can use this to build skills to access appropriately when working to meet the learning goals and objectives.
8 (a) Uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
Description
This was the introduction to my morning message after the students arrive back from special. The students all come in and sit on the rug every morning. We then read the message I have written for them. It will state today's date and day of the week, as well as the schedule for the day. I will add an engaging question and occasionally a hands-on activity. For this morning's message I had the students fill in the blanks of missing letters in the word. I chose to do this since we are starting to get into writing and decoding the words by their sounds. I wanted to students to get more practice with this because we move fast when writing is introduced so the more practice they get the more prepared they will be.
Rationale
This indicator was met during the implementation of the second formal observation lesson activity. For my second observation, I had the students fill in the blanks for missing letters throughout my morning message. When creating the morning message I made sure that the number of spaces missing was equal to the number of students in the class to ensure they all have an equal opportunity to participate and learn. I also had accommodations added into the planning before this lesson plan, this included accommodations for certain students. This was having the missing letter they find be in their name so they are more likely to pick out that letter sound and recognize it. It added extra support without them seeing or knowing that it was there. I made sure to include the strategies for certain students in a way that was individual to them by making their letters ones they are already familiar with so that their needs of them as an individual were met. I had students come up one by one so I could adapt my language to that student specifically without taking it away from the rest of the group. There were resources that I used to point out around the classroom such as an alphabet chart, sight word chart, and our vowels with their actions that students can refer back to when decoding the word. The students have been introduced to finding the missing letters already so this was a chance for them to practice what they know. While working with the students on forming their letters I carefully chose the language to use to link it back to the hand-writing curriculum we use. I added this language when the students were up at the easel with me forming their lettersof . Even if their letter formation was correct I still made sure I was using the academic language they are familiar with. If a student did not form their letter in the correct way I prompted them with the correct way, while demonstrating and saying the language that has been present in their content to give them support
Rationale
This artifact is an example of how I met this indicator and standard. This is a math lesson that was implemented using three different ways of instruction and strategies. The first strategy is beginning with a review of the past lesson. I knew that this was needed after implementing the second math lesson because verbally reviewing it was not enough for the students to retain it so I felt that I needed to add in a review where the students could verbally respond as well as visually see questions they can answer. The second strategy is having the students work through me demonstrating and then them having an opportunity to complete it independently. I have the projector screen up where students can see me complete the problem while I am explaining it for the visual demonstration. But the students also have a choice to work independently because they are in their own space at their desks. I knew I needed to have both strategies after the first math lesson because some students were really understanding the material, and there were others that were struggling. With me demonstrating and students being at their seats this allowed students to pick and choose where they felt they stood on the material. If they need support it's on the screen, and if they want to work independently they are in their space where this is an option. The final strategy used is a math video that is presented post review and half way through the new material. This gives the students who learn through group discussion down at the rug an opportunity to have access to this. All the students come down to the rug to watch an instructional video where I stop and pause it to ask questions that will further their understanding and learning. I knew this needed to be used when the students were beginning to lose interest since the math lesson is so long. This allowed a little bit of movement and a new setting where students can reset before they go back to their desks to complete the rest of the new material. With all these different strategies there are three different ways to engage the students. The first one is by having them review verbally and on a worksheet the past lessons, the second is the math packet where there is a chance for independent work and demonstrations being presented, lastly the math video at the rug where students can participate in group discussions. With all these different transitions students are rarely staying in a spot for more than ten minutes at a time which keeps their engagement because there is active movement. The students are all finding a way that works for them by trying multiple ways to learn. I have allowed an opportunity for students to explore their learning techniques and what works for them. This will help the students further their complex learning with meaningful tasks because the students will feel comfortable and know they have an opportunity to show their knowledge at some point in the lesson.
8 (L) Knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
Description
This is a math lesson that we complete every day besides Tuesday's. The math is from the EnVisions program through common core standards. I chose this because there are multiple presentations of the material which allows all students to have an opportunity to learn in the way that is comfortable and appropriate for them. This is the math packet and the daily review that they complete. The topic the students focused on this day is finding and understanding how two numbers put together make a larger to number. They worked on figuring out what two numbers being added together means.
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