Instructional Delivery

Artifact Description: This was a game I used in 10th grade American Literature (College Prep and Honor Students) while I was student teaching at Aqsa School. Students were divided into five different groups. Each group had a deck of cards, and on each card, there were questions connected with The Crucible. The reader would read the question out loud, and then the person sitting on the right of the reader would answer the question. If the student knew the answer, the student would take the card and set it aside as points of evidence. If a student didn't know the answer, then another student would answer until they got the answer correct. This game was used as a review game for students to practice in class before their big test. With the game, I created two different handouts. The first was a step-by-step instruction and game rule. The second was a note review handout for students to write the questions they missed and jot side notes to study for the test.  

IPTS Connection: Playing this game shows I can "use strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences" (5M). This game shows proof of this through the way students play in groups. Each group has a diverse range of students– college prep and honor students in my classroom. It gave students the chance to be active participants in their learning. While students work in groups students discuss different ideas and thoughts from various backgrounds. It allows students to think critically about each question. It promotes student learning and achievement and enhances student interaction skills with each other. 

What I learned: This game made me realize the importance of using collaborative learning activities with students in a classroom setting. It is a strategy that I can use as a teacher to help develop higher thinking skills in students. While demonstrating the material, I am maximizing students' educational experience and improving their social and interpersonal skills. 

Artifact Description: This activity was created while I was student teaching at Aqsa School. I used this activity in British Literature after reading  "Lamb to the Slaughter." Students were each given an assigned role and had to write a sequel for further court investigation answering the questions and following handout requirements. Students were given time to write their scripts and create their props to make their acting experience more engaging. 

IPTS Connection: Such activity shows I "know strategies to maximize student attentiveness and engagement " (5F). The Brit. Lit Court Room shows proof of this by connecting a short story with students' interests and the real world. Having students write a sequel while engaging with their interests helps increase students' attention and focus and moves them to more critical thinking. 

What I learned: As an educator, it is essential to connect learning to students' world and life.  Such a student-centered approach to instruction increases student engagement. Then, students display high levels of behavioral, emotional, and cognitive engagement making them more likely to excel academically.