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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.
Growth Mindset
5S) implements appropriate evidence-based instructional strategies.
Some students use different verbal cues to deflect away from their fear of not knowing how to do what is being asked of them. This can sometimes be misread as a behavior problem, which works for the students' benefit because the focus has now moved away from their not knowing and is now focused on them not wanting to do the work. They would rather get in trouble for not doing the work than have to admit they do not know how to do it or need help.
One tool I use in my classroom to help students work through these times is my growth mindset displayed on the interior side of my classroom door. I sometimes refer to it when introducing something new or a task requiring more effort. I will also refer to the display when working one-on-one with a student to try to pinpoint where we can move from where we are.
Once a student has the right mind capacity to be open to learning, you can begin the process of figuring out where to start. I like to trace back to the last thing we know to be true and build from there.
Math Manipulatives
5H) understands when and how to adapt or modify instruction based on outcome data and student needs, goals, and responses.
During a recent lesson on borrowing in subtraction, I had a few students who could not understand why we could take from the ten's place and give to the one's place. Although most of my students did not need me to break out base-10 foam manipulatives, it proved to be just what the struggling students needed to connect what we were doing on paper and what that looked like physically with foam blocks.
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