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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.
Standard 5H: Understands when and how to adapt or modify instruction based on outcome data, as well as student needs, goals, and responses
Standard 5H - POWER PE Points Lesson.docxArtifact:
POWER PE Points Challenge Lesson Plan
Rationale:
This is a lesson plan that I taught during my time in POWER PE (special education and general education mix). The point of this lesson was to give students a bunch of different choices to pick from and for them to tally up how many times they did each one.
When doing this lesson, some students would pick 10+ different activities, while some would only do 1 the entire time. All students in this class had different needs, and we set up the class in a way that let them choose activities that catered to their needs. There is also an opportunity for students to choose their own activity, if appropriate and approved by the teacher beforehand.
Something I picked up on was that when you really tried to push students to do more activities, they would often times not respond in a good way. However, I saw a lot of students start with 1 activity - but a few days or weeks later they were doing more activities on their own because their confidence was able to grow from the activity they originally enjoyed.
Standard 5I: Uses 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
Standard 5I - Hockey Lesson Plan.docxArtifact:
Hockey Gameplay Lesson Plan
Rationale:
This is a lesson plan that I used during a high school hockey unit. There were many times during the unit when students would ask me to change around teams or to vary opponents.
I started to split the class into different teams - by row, random, student choice. Along with that, I started to vary the time of the games - either 3 shorter games or 2 longer games. This was a very easy thing for me to do but it allowed my students to work with different people and it avoided repeating the same thing every day.
What I gathered from making these changes was that the students were receptive. Because the game times were varied and they usually had different teammates, most of the students were much more engaged throughout the activity than before I made the switch.
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