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.
Within my technology and education course, I was assigned a project where I was tasked with using the flipped teaching method to create a lesson and quiz that went along with that lesson. The flipped teaching method’s concept is that rather than lecturing in the class, the lecture is given at home via video formats, and the homework is done in the classroom. Rather than in a traditional classroom format where the students would be tasked to do the work at home, the flipped classroom allows any questions that may arise out of the homework to be answered by the teacher. For this project, I went ahead and recorded a lesson regarding primary and secondary sources in a historical context. The lesson is meant for high school students to conceptualize the difference between the two types of sources, but most importantly be able to note the difference between the two and when it is appropriate to use both types of sources. The video allows the student to grasp the concepts at home, then walk into class with any questions they may have so that they can master the concept with the assistance of the instructor.
The flipped classroom method of instruction is a great way for instructors to meet the Illinois Professional Teaching Standard of Instructional Delivery. Within the standard of instructional delivery, under knowledge indicator 5A “the competent teacher understands the cognitive processes associated with various kinds of learning.” This knowledge indicator aligns itself perfectly with what the flipped classroom method goes on to represent. The method allows instructors to challenge the “traditional” method of instruction, by realizing that not everyone can comprehend lessons with that method. The flipped classroom method allows instructors to implement a new method due to the understanding that there are various types in which students learn. The flipped classroom method also can be applied to performance indicator 5N which goes on to state “the competent teacher uses technology to accomplish differentiated instructional objectives that enhance learning for each student.” The method allows for instructors to meet this performance indicator by having the implementation of technology with the lesson to enhance the outcome of the students learning needs. By having the lesson being presented at home the student can return to class with questions and concerns regarding the lesson and have those questions answered. The purpose of this is so rather than having the students go unanswered or forgotten, the student can have their questions answered, enhancing learning for the student.
A major walk away that was learned is that just because something is “traditional’ does not make it the best. I believe that the flipped classroom method of instruction has the potential to create a major and long-lasting benefit for students. While implementation of this method might fall out of what would be considered the “norm” as instructors we must be willing to take risks if there is even the slightest possibility that it could benefit our students. Upon completion of this assignment, I have a better understanding of what a classroom could be. Before the competition, my concept of a classroom was very standardized and traditional. This assignment allowed me to open my eyes and realize that what is commonly used is not always the best approach. I am open to new and different types of instruction if it means that my future students will have a better experience within my class. As instructors, we need to be open to adaptations we can implement into our classrooms, and this assignment has taught me the importance of this.
This artifact is a primary and secondary source quiz created using Google docs. It was produced as a way to assess students' ability to understand the difference between primary and secondary sources in the context of history. It was produced for my middle school placement, and served as a way to assess students' ability to comprehend the difference between the two types of sourcing. The artifact contains a number of questions that the students have been required to answer using multiple choice options to assess their ability to understand the difference of sourcing.
The importance of the artifact is that I know how to implement effective “differentiated instruction through the use of a wide variety of materials, including technologies, and resources” (5C). It meets the standard, because I had previously given my students a written test and saw that they had struggled with maintaining focus in completing the test on time I had observed that the students had their own devices that they had grown accustomed to since they had entered middle school. For my next assessment, I try to utilize a different approach for test, taking using something that they might have been a little bit more familiar with it technology and the use of Google docs. The results of the test was much better. They have been able to maintain focus and complete the test within a reasonable amount of time.
Something that was learned for me as the instructor was the importance of being able to utilize and implement different resources to ensure student success. Something that might have worked for me when I was in middle school might not work with the current age of students. I as the instructor must be able to adapt to changing times in different technologies in the classroom to pass assistant needs of my students. Being able to adapt to new technologies and resources is something that I will definitely carry into my classroom as I see it as vital and ensuring student success, and ability to comprehend incomplete assignments. I require them to.