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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.
Lesson Plan 2 Lit.docxThis lesson plan asks students to identify and practice identifying problems and solutions in simple stories. It contains direct instruction, guided practice and independent work.
This lesson shows that I understand that there needs to be multiple ways to teach a topic in order to help all students learn. In doing this, I varied my role in the instructional process through each activity and allowed students to take different roles as well. This supports the wording Illinois Professional Teaching Standard 5K. (Illinois State Board of Education, 2013) I used differentiated instruction in the way that students respond, based on their cognitive levels.
While creating this lesson, I learned the importance of using a varied amount of teaching strategies and delivery methods like if a student is an auditory learner, direct instruction is helpful. If your student is hands on the creating of the story could help them feel more interested or involved in understanding the concept. I learned that there is a reason you use all of these different ways of teaching instead of just standing in front of the class and using one method of teaching/assessing.
The link/button above shows a set of online visuals and supports for math for students that I use to help enhance my instructional delivery, showing that I know how to use multiple resources to help my students reach their goals.
This resource was given to me by another teacher, but I use it to enhance my lessons. For example, if students are getting bored reading the clock in their book, I can put this up on the projector and let them come up and answer /read the clock on the board and record it in their book when they are done. This supports Illinois Professional Teaching Standard 5F that states the competent teacher knows strategies to maximize student attentiveness and engagement.(Illinois State Board of Education, 2013) This resource gives that little extra engagement this standard asks you to give.
Using this resource taught me that you can have extra things on hand to make a lesson more interesting, even if you are doing the same thing in a book or different form. Students like the change up so I can keep it handy and then assess while I am teaching how the kids are doing and if they need a different way of doing it.
During my 5th-grade student teaching at Northeast School. Before each new unit, I would create a cheat sheet for the strategies and anchor charts I would like to make with my students. I would turn these into anchor charts and I would use these strategies and refer to them often throughout my lesson so they could learn from them. Using these strategies during instruction was helpful in keeping structured and organized in how to do the mathematical operations. I would point and refer to them often
Having these different things refer to made my instructional delivery more effective and gave a structure to what I was doing. When I was teaching, if a student was stumped, I could point to the chart or method for them to continue to think through an answer. Like Illinois Professional Teaching Standard 5A suggests, I understand the cognitive processes that go along with this skill. (Illinois State Board of Education, 2013). I know that students having memory sayings and concrete definitions help them remember the steps of long division.
Doing this taught me that students really do look at and learn from the charts and visuals that you use. It is not just for when they are doing independent work either. It helps them think through problems and they can be used as more than just decoration, but for instruction during your lesson. I also learned that students have fun helping you create things like this together in the class.
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