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.
With the Flipped learning, where students are introduced to the learning material before class, and then we review it the online lesson. And advantage is it does safe "classroom" time and some students will have a deepen understanding through discussion with peers and problem-solving activities facilitated. (8G,H,L)
The posted agenda. Giving students a visual aid of what is planned and what I expect gives them parameters to lean on and help stay the course.
Throughout Adventures in Art, where my team and I taught a class at their school, in a gallery, and then another lesson based on the gallery experience, we put together a unit plan that spanned all the locations and times. Each location implemented an added strategy that built up to the final lesson. Within my team, we planned every step together, visual prompt, and cues for each one of us to take the stage. In the end, the students had to pool what they learned to collaborate in a design project, marketing. (8E)
There are so many ways to give a lesson, I'm only going to touch a very few.
Students learning to picture mentally what cannot be directly observed, and imagine possible next steps in making a piece. An old trick, like brainstorming worksheets are handing for student to organize their thoughts, and for the teacher to see what they are thinking. I see them as mini interviews before and during the lessons.
A short clip welcoming students to the new website learning environment (8G).
My webpage lessons make sure that students can use aa wide array of mediums. Different demonstrations with different mediums are given with the same end result. And multiple provoking images are provided to provide knowledge of the subject (8C)
Indirect instruction fosters interactive participation and creativity, develops critical thinking skills, and promotes a relaxed environment (8F,H,K)
2.1.8. Performance – Indicators:
A teacher…
8A. Uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
8B. Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
8C. Collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
8D. Varies his or her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
8E. Provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
8F. Engages all learners in developing higher order questioning skills and meta-cognitive processes.
8G. Engages students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
8H. Uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.
8I. Asks questions to stimulate discussion that serves different purposes, (e.g., probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, stimulating curiosity, and helping learners to question).
2.1.8. Essential Knowledge – Indicators:
A teacher…
8J. Understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
8K. Knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies, to achieve learning goals.
8I. Knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
8M. Understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.
8N. Knows how to use a wide variety of resources, including human and technological, to engage student learning.
8O. Understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy and effectiveness.
2.1.8. Critical Dispositions – Indicators:
A teacher…
8P. Is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.
8Q. Values the variety of ways that people communicate and encourages learners to develop and use multiple forms of communication.
8R. Is committed to exploring how the use of new and emerging technologies can support and promote student learning.
8S. Values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.
