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.

Flipped Classroom

Flipped Quiz

The flipped classroom artifact video and quiz was created to give instruction to the students in a new way of learning. A flipped classroom instruction is when the teacher’s instruction is available to the student to watch at home so they can learn at their own pace. Then, the student would take a quiz before they come back to the classroom. This way the teacher can focus in class instruction on the material that students are struggling with. If necessary, students could even be split up into groups of understanding levels so that the teacher can again focus on what is still lacking to help the student with better retention.

As the teacher, I created a screencast instruction on YouTube for the students to watch on constructing essential questions (SS.IS.1.K.-2) which is in line with the Illinois Learning Standards for first grade social sciences. By the end of the lesson the students should be able to create questions to help guide inquiry about a topic with guidance from adults and/or peers. Again, as the teacher, I assess the knowledge they have acquired through giving a multiple-choice quiz using Google Forms. When I created the quiz, I used the Blooms Taxonomy concepts to further assess the students critical thinking and their higher learning.

My flipped classroom artifact is also in line with the Illinois Professional Teaching Standard 5. According to standard 5A, “the cognitive processes associated with various kinds of learning” is met in my artifact because I decided to change up the traditional instruction model by creating a YouTube video. Then, my artifact also meets standard 5I because the YouTube video of instruction can be watched as many times as the students need with the ability to also pause and re-watch specific parts of the video so that the student can learn at their own desired pace. Standard 5I states that the teacher must, “use multiple teaching strategies, including adjusted pacing”. Next, my artifact obviously meets the 5N standard which is, “using technology to accomplish differentiated instructional objectives that enhance learning for each student” because the instruction and quiz were both given in a technology format. Finally, the last standard that my artifact meets is 5P because the standard is that, “student data ‘is used’ to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student”. I capture the student data through the Google Forms multiple choice quiz. The student data will then be used to make smaller student groups, made by students who missed the same questions. This will allow the students to have group discussions about what they learned and teach on another in areas they are still unsure about. Best of all, is that I can also stop by each group to cover the area that they all did not comprehend because I will have more time as the teacher since I wont have to waste time on teaching information that was already known.

Through creating the flipped classroom artifact, I learned that there are many advantages to both the student and the teacher in implementing technology into the classroom. Again, the biggest advantage to both the student and teacher is that they are actually given back more one on one face time with on another. The flipped classroom artifact I have created also allows for all students to have an equal learning opportunity, which is important to me as a future teacher, because everyone gets the same amount of instruction and face time with me.