Instructional Delivery

Artifact Description: These lesson plans were written for EDUC 380: EDUC 380: Diverse and Learner-Ready Teaching, a course at Trinity Christian College. They are part of a unit plan I created for a 9-12th grade Spanish class.

IPTS Connection: This paper shows that I am aware of "know strategies to maximize student attentiveness and engagement" (5F). This paper demonstrates evidence of using the "engage, connect, and launch" strategy in my lesson plans.

What I Learned: Through this unit plan, I learned how to use the "engage, connect, launch" strategy to capture students' attention and set a positive tone for the rest of the lesson. The "engage" step involves using captivating content, questions, or multimedia to get students' interest. The "connect" step creates a link between the opening and the content of the lesson, helping students understand the relevance of what they're about to learn. The "launch" step sets the direction for the lesson, guiding students into the main activity or discussion. I also learned how a well-crafted introduction could positively impact classroom dynamics.

Artifact Description: This hallway running dictation activity was created for my Spanish 2 classes during my my student teaching placement at Lincoln-Way East High School. Students worked in pairs: one student ran to the hallway to read a description on the lockers of who got injured, then returned to dictate the sentence to their partner, who matches the name of the injured patient to the correct picture on their worksheet. This interactive activity promoted communication skills and reinforced Spanish vocabulary through physical movement and collaborative teamwork.

IPTS Connection: This activity demonstrates that I "know strategies to maximize student attentiveness and engagement" (5F) and that I "use multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities" (5I). By incorporating a physical element and flexible grouping, the activity allowed students to engage in a dynamic learning experience that fostered teamwork and creative thinking.

What I Learned: Through this hallway running dictation activity, I learned that active learning opportunities can boost engagement and help students practice problem-solving and critical thinking. The activity provided an opportunity for students to work collaboratively, using communication and language skills to complete the task. Here I learned the importance of using varied teaching strategies and flexible grouping to accommodate different learning styles and keep students engaged throughout the lesson.