InTASC 8 - Table of Contents

INTASC #8 - Instructional Strategies

Implementing effective instruction for students involves understanding the importance of creativity and differentiation in the classroom. Panteleo (2019) upholds that “creative thinking is identified as a core competency necessary for all students to develop in order to engage in deeper learning and to support lifelong understanding” (p. 18). I foster this ability to engage deeply by utilizing creative and varied learning segments; these activities involve movement, cross-curricular descriptive writing and art, reflection, and investigation (Zaidel, 2009). In Artifact 8.1, I display my comprehension of differentiating student tasks using multiple strategies in four opportunities for hands-on learning. These learning experiences involve physical action as well as exciting technology to support multiple learners (Darrow & Adamek, 2018).

In the artifact, I use GoNoodle where students move and/or dance to baroque music, Peardeck.com where students can draw or type their answers, and an escape room that allows for logic and strategy tasks combined with virtual boomwhacker instruments. These new technologies aid students as they develop intuitive and creative thinking by facilitating a variety of methods for students to experience music and gain skills. Student Samples 8a displays student work from just one of the four differentiated tasks I designed. Students reflected on their learning by creating pictures from musical accent symbols with Peardeck.com. Students could choose to draw or type on the slide. I also read aloud the instructions to adapt the instruction for Sammy (names have been changed for privacy) and other students who struggle with reading. I recognize that each student is important and may learn in a different way. I address specific student learning needs in these samples by reading aloud, offering reflection, and by differentiating creative tasks to effectively support diverse student learning.

Artifact 8.2 displays the comments of my field supervisor from my second observation as a student teacher in elementary general music. I am teaching students 100% virtually and have engaged students utilizing technology throughout this 2020-2021 school year. Peardeck.com, Kahoot.it, GoNoodle, Schoology, Quavermusic.ed, and Canva.com are some of the new digital tools I use to support a variety of learning styles in the classroom and to adapt learning for students. By moving to music, offering visual and aural activities that synthesize personal student interests, I am supporting different learning styles for students and effectively supporting student comprehension, creativity, and critical thinking (Darrow & Adamek, 2018). Artifact 8.3 is a sample parent letter explaining differentiation and Universal Design for Learning. As I address these differences, everyone benefits in my classroom. Just as automatic doors and ramps aid students with special abilities, my lessons can support diverse and all students by helping them learn in ways that are personal to them (Pacer Center Champions for Children with Disabilities, PCCCD, 2015). I effectively apply differentiation, cross-curricular activities, and technology in the classroom.

Artifact 8.1 - Four Activities to promote Creativity in the Classroom

These four lesson activities foster creativity through movement, cross-curricular history, stories and dance, reflection, and problem-finding and solving.

Student Sample 8a - Reflection Art Using a Musical Accent Symbol

Artifact 8.2 - Teaching Observation by My Field Supervisor

Artifact 8.3 - Sample Parent Letter Explaining Differentiated Instruction