5. Instructional Delivery

I was given the task of creating a Flipped Project which included a recorded lesson and quiz for my EDUC 209 course (technology in education). Similar to drafting a lesson plan, I made a mental checklist to make sure my project would include a few different ways of teaching while still delivering the same content to students of all backgrounds. I decided to complete my project on using multiplication and division through grouping along with creating and interpreting arrays. This was created for a third grade level, meeting an Illinois math standard and IPTS standard. Recorded and finalized on April 14th and 15th, this artifact was produced to demonstrate multiplication and division problems can be modeled in other forms than simply the student memorizing times tables. Within the constraints of four to five minutes, I created a PowerPoint through Google with pictures and mainly math problems with very few words. I also had a whiteboard behind me to draw out examples along with using actual objects to show the content hands-on. The lesson begins with a short review of how students have seen multiplication problems in the past. I then moved the PowerPoint slide to an image of board game pieces grouped by color to show that we will begin to look at multiplication problems in a similar way and what an array will look like. The whiteboard is then used to write out and show, "2x3=6" that 2 represents the number of groups present, and 3 to represent the amount of objects within the groups, giving a total of 6. With hopefully a basic understanding of the group representation example, the same problem is given but now with objects. Using an example with chewing gum, I had a total of six pieces of gum and showed what two groups of three looks like but also three groups of two. Either way shown, the answer would still be six. The numbers can be rearranged in the multiplication problem and the answer will be the same, just a different number of groups and objects within those groups. Knowing how to group now from a problem, I drew out an array on the board to show how the circles represent the total number and the number of groups. The numbers in the circles represented the total and how many objects were within the number of groups. I demonstrated this by showing, "6/2" and, "6/3" so students understand both ways. I showed one more example with, "4x3=12" by using kit kats. I explained the problem and modeled it with four groups of three kit kats and three groups of four kit kats. Once more, I drew an array on the board to show a representation of ,"12/4" and, "12/3."

Knowledge indicator 5E of the Illinois Professional Teaching Standards states, "the competent teacher knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics" (IPTS). With previous knowledge of how students from diverse backgrounds learn differently, I knew that I needed to use more than one technique to address the diverse learning. If there is a student with hearing impairments, they would benefit best from seeing a visual representation versus a power point. In this case, I used visual displays as well. If there was a student from another country with a language impairment, the whiteboard and PowerPoint would not serve as an appropriate technique. In this case, I used the bubble gum and kit kats so that the student could still participate, but understand numbers in their native language while still being engaged. Having this knowledge and understanding allows for flexibility in the classroom when needing to modify lessons and assignments for students with a wide range of needs.

Whether it is thought of or not, math is used in everyday life, it just depends on what type of math is being used. If math is not used in a profession, it still is used when driving or cooking. Multiplication and division can be used in a variety of ways such as in a financial aspect or when creating teams for a sport. The student will have learned how to interpret multiplication and division problems in another form. Myself personally, I learned that an educator can create a PowerPoint or teach in front of a whiteboard, but one way is not always the way a student learns. Sometimes educators have to teach multiple ways, and there is no problem with doing that as long as the student is able to solve the examples and assessments with confidence and accuracy. This made me realize that as a future educator, I need to remember that although this concept was basic for me, students do not have the experience and knowledge in math that I do, so I need to thoroughly explain the material while still assessing myself to be sure that I am teaching effectively, not just speaking words that may be foreign to students. I am someone who learns in different ways, depending on the subject and the content. I have to place myself in the shoes of students and remember that I am like them in many ways. Being effective means that you not only teach, but have knowledge in the technology and tools you are using. With that being said, I need to also familiarize myself with the different tools and resources that I will be given to teach with. Overall, I have gained a great understanding of teaching using different strategies and continue to shape my approach towards the classroom setting when teaching students.

When I was a student Middle Grades Literacy (EDUC 312), I was given the task to create an integrated instructional unit plan. The plan was written for fifth grade using Common Core State Standards, Illinois Learning Standards, and SEL Standards. My goal when developing this unit plan was to connect a historical period of time to becoming fluent writers and also becoming proficient in technology in iMovie. The purpose of this plan was to familiarize students with different types of genres of texts as well as understanding writing styles that convey emotion and ideas for readers when reading specific texts. During this, students also learn about the Underground Railroad while meeting social and emotional standards throughout the unit. The end product of the unit is a student made iMovie. Each student is to create a personal narrative about a slave that used the Underground Railroad. When I began my novice teaching at Worth Elementary School, I had the opportunity to pull lessons from this unit and also piece together different parts of this unit into one lesson which was a great learning experience. I taught the Civil War unit to 4th grade students and was able to adjust the standards and lesson activities from the unit. This integrated unit plan allows for not only historical events to be taught, but to also align reading, writing, and technology with it as well.

Performance indicator 5N of the Illinois Professional Teaching Standards states, "uses technology to accomplish differentiated instructional objectives that enhance learning for each student." When I created this unit, not only was this unit supposed to be a project-based unit, but I also had the goal of using technology because there are students, especially in special education, that benefit from technology which is evident throughout this unit. Performance indication 5M which states, "uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences " also is evident in this unit. Throughout the plan, there is a variety of lessons that use not only technology, but whole group instruction, partner work, and small group work which allows for students that have different abilities to engage rather than teaching one style that may not appeal to each student. As stated, the purpose of this unit plan is to invite students of all backgrounds and experiences to contribute in any way they can to create a learning environment that is diverse while still celebrating each and every student for their abilities and contributions to the unit as a whole. The student diversity in terms of academics is a wide range in a classroom which means lessons will not appeal to every student. By having a balance of whole class, small group, partner work, technology integration, and even differentiation instruction, students have the ability to bring their contributions to the classroom.

Creating this unit plan, I learned many things, but the most important thing I learned was flexibility. Sometimes in order to teach a lesson, you will have to go outside of your comfort zone. Even if you may not typically teach a lesson a certain way, your students may benefit from the alternative way which means you have to be flexible with yourself and be willing to teach your lesson the way your students need to learn it. There were times throughout this plan when I would take a minute to review what I wrote and thought there was no way I would teach some of these lessons the way I wrote it. However, when it came time to teach the Civil War to the 4th grade class, I used this plan and also went outside my comfort zone and made anchor charts and visuals for the students. When I would hear the conversation about teachers needing to be flexible, I did not think that at some point it would be me needing to be flexible. I went outside my comfort zone when pulling some of these lessons which was scary for me, but it taught me that I do need to be flexible and willing to put myself out there in order for my students to learn what I am teaching them. I feel this unit plan really gave me an insight to the planning side of teaching and also prepared me for what flexibility is really all about.