Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
This is a video and quiz containing a lesson directed toward second grade on counting money and using this knowledge to answer word problems involving money. The video was created by using Jing to screencast a PowerPoint presentation and the quiz was created using Google Forms. These items were both created while learning about flipped classrooms in my Technology and Education class.
This video was created to model a flipped classroom in which the learning and lecture part of the lesson is conducted outside the classroom so that students can use class time to it's full potential and work through problems with the aid of their teacher. It also allows more time for the teacher to test and assess students' comprehension. This model of teaching fits with standard 5 since it is "a dynamic environment requiring ongoing modification of instruction to enhance learning for each student". By taking the lecture portion of teaching out of the classroom, this maximizes learning time for each student and provides them with more opportunity to work while having the help and presence of a teacher.
This video also "uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences" (5M) because of the wide range of abilities it caters to. A student may pause, rewind or go back and watch the video as many times as needed to increase their level of understanding. Similarly, if a student understands the concept right away they may watch the video just once. Since each student has different needs, this benefits students of all different abilities and maximizes their time efficiently. This video focuses on the individual and their specific range of abilities.
This video also "uses technology to accomplish differentiated instructional objectives that enhance learning for each student" (5N). As this is a technology item, it increases students interest and therefore increases their learning by engaging them in an interactive way. By involving students in this way it makes for an enhanced learning environment that benefits the classroom as a whole.
By creating this video and quiz, I increased my knowledge of technology and learned the benefits of a flipped classroom. Through using this method I am able to create an instructional approach to include all students, abilities and levels of engagement. The flipped classroom approach teaches a valuable lesson even if you do not plan to use this method consistently. A teacher must find a way to include all students since each one is an individual with diverse abilities and needs. As a future special education teacher, I can use this lesson and method in my classroom one day to enhance each students learning to it's full potential.
The purpose of this guide is to offer information about how to provide inclusive and supportive teaching strategies for students within the general educational classroom who have high incidence disabilities. This guide includes both teaching strategies for the areas of reading, math, content and behavior and general accommodations appropriate for teaching students who need extra support within the classroom.
When creating this guide I chose only strategies which have been labeled as best practices and have been proven to be effective on students grades 1st-5th. Throughout this guide I explain each strategy and how it can be used within the general education classroom. I explain the benefits of each strategy and how to use them in a way to maximize the outcome. By doing so, I show that I "understand principles and techniques, along with advantages and limitations, associated with a wide range of evidence-based instructional practices" (IPTS 5B).
This guide provides ten strategies for the areas of reading, math, content, behavior as well as general accommodations. Each strategy listed is meant to differentiate instruction for specific students however they could be used for the whole class. The strategies listed range in modifications and differentiated approached, suggesting modifying the materials, environment, tasks required, time allowances, expression or representation. By creating this document listing these strategies, I show that I "know techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics" (IPTS 5E) and that I "use strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences (IPTS 5M). Through listing general accommodations which focus on behavior and attention, I show that I "know strategies to maximize student attentiveness and engagement " (IPTS 5F).
Many of the strategies I list suggest active learning through hands on and relatable activities as well as peer supported learning in ways such as buddy reading, peer role models, peer-supported reading, peer-tutoring and role playing. These groupings should always be subject to change based on students needs and performance. Through the use of these strategies I show that I "use multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities" (IPTS 5I).
By creating this guide, I was able to compile a list of a wide range of teaching strategies which I intend to use in my future classroom. These strategies could be used not only with students who have diagnosed learning disabilities but also with students who struggle in specific areas such as reading or math, as a way to support their learning and participation.