Instructional Strategies

InTASC Standard #8

The teacher uses a variety of instructional strategies to help learners build deep understanding.

Standard 8 means using a variety of strategies to reach students in ways that support mastery. I applied this by implementing I Do–We Do–You Do, anchor charts, guided practice, collaborative learning, modeling, small-group support, and checks for understanding. I constantly adjusted my instruction based on how students were responding so that every learner had a pathway to success.

Strength: I use a wide variety of instructional strategies—including guided reading, vocabulary foldables, diagrams, annotation, hands-on lab-style activities, and the “I Do, We Do, You Do” gradual release model to support student understanding. I intentionally adapt these strategies to match the learning needs of each cohort and ensure students remain engaged, supported, and able to access the material. My instruction incorporates visuals, modeling, collaborative work, and structured routines that help students process information in multiple ways. This flexibility allows me to respond to students’ needs in real time and provide learning experiences that are clear, manageable, and interactive.

Weakness: I am still building confidence in shifting from guided instruction to independent work, especially in classes with a high number of students with IEP accommodations or emerging learning skills. At times, students become overly dependent on my support, which can make the transition to independent practice slower than I intend. I am working on strengthening my ability to release responsibility more gradually and intentionally—through clearer modeling, embedded cues, scaffolded checklists, and structured independence routines—so that students feel confident working on their own while still having the supports they need to succeed.

Science Vocabulary Foldables

This artifact demonstrates my use of interactive, hands-on instructional strategies to support student understanding of academic vocabulary in science. The foldables helped students break down complex terms by giving them space to define the word, draw a visual, and use the term in context. This strategy supports multiple learning styles visual, tactile, and linguistic while reinforcing retention through repetition and engagement. By incorporating foldables into my lessons, I provided students with a structured, creative tool that made challenging vocabulary more accessible and meaningful.

Black History Month Primary Source Speeches

This artifact reflects my ability to use rich, culturally responsive instructional strategies through primary sources. During Black History Month in 2023, I designed weekly lessons for my 4th grade history class using major speeches by Martin Luther King Jr., Malcolm X, Frederick Douglass, and Sojourner Truth. Brought each speech on parchment-style paper from the National Archive Museum store and placed them in envelopes to build curiosity and make the learning experience more immersive for young learners. Students analyzed the language, themes, and messages in each speech, connecting historical voices to modern-day issues. This approach allowed students to engage in critical thinking, historical inquiry, and meaningful discussion while strengthening comprehension and analysis skills. It also honored diverse cultural perspectives and made history feel real, relevant, and empowering.

Teaching Video

This video demonstrates my use of the I Do, We Do, You Do gradual release model to support students in developing a deep understanding of content through clear, intentional instructional strategies. In this lesson, I first modeled the skill (“I Do”) to give students a concrete example of the process. Then, we practiced the skill together (“We Do”), allowing students to receive guided support, ask questions, and build confidence. Finally, students applied the skill independently (“You Do”), showing their understanding in a meaningful way. This approach reflects Standard 8 because it uses varied strategies to scaffold learning, promote mastery, and ensure that students can transfer knowledge from instruction to independent work. The video highlights my ability to break down content, engage students actively, and structure lessons so learners can gradually take ownership of their thinking and problem-solving.

Read aloud

This video captures me leading my students through a shared reading activity where we read a text packet together, paused to analyze key details, and engaged in guided reflection. Throughout the lesson, I used a variety of instructional strategies including teacher modeling, think-alouds, annotation, strategic questioning, and structured reflection to support students’ comprehension and help them make meaning from the text. As I circulated, prompted students to explain their thinking, and scaffolded difficult vocabulary, I ensured every learner had access to the content. The reflective portion of the lesson allowed students to connect ideas, demonstrate understanding, and build confidence in expressing their interpretations.

This artifact demonstrates my understanding of Standard 8 because it shows my ability to choose and apply instructional strategies that actively engage students in learning. I have learned how intentional modeling, collaborative reading, and structured reflection can deepen comprehension and support all learners, including those who need additional guidance. This video strengthens my readiness as an educator by showing my ability to plan, deliver, and adjust instruction in the moment, and to use evidence-based strategies that make lessons clear, interactive, and accessible for every student.

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