5. Instructional Delivery

Click: My prediction

Artifact

This presentation was created as part of a morning meeting posted on the whiteboard. As the students come in and get together, they know they have to complete a specific part of their slide. In this particular class, the google slides that were "My Prediciton assignment." within the lesson, the teacher uses prediction to encourage the learner to keep reading whether they are correct or not. Students complete a part of the slide predicting what will happen in the story. Then they go on a read the story during language arts class. Students fill out the part "what happened in the story" on their slide during their exit ticket. They compare their predictions with what happened in the story. The teacher has the slide on the whiteboard but worksheets for those that can maneuver the Chromebook.

Meanwhile, the teacher takes attendance and gives the students time to get ready for class. Come in, hang up their coats and get ready to work. Various forms of delivery help engage students with differing abilities, interests, and learning styles.

Connection to the IPTS standard

Indicator 5A states a competent teacher "how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources" (5C). Here they are using varieties of materials, like the use of technology and paper for those who need it.

Description of what was learned

I learned how to make Google slides that can be used with the online lesson that my students will have access to. I also learned that the technologies could be easily blended, organized, tested, modified, and provided with necessary data using the features provided by Google.

CHECK IN google form

Google Forms

Artifact

The google form was composed as a student check-in, without taking time from the lecture and violating students' privacy. The google form is a student survey named “How do you feel today?” This allows seeing how your students are feeling daily and quickly! Feelings are broken up into 4 categories with 5 feelings in each one. Categories included: “I am in a POSITIVE mood”.“I am in a NEUTRAL mood”, “I am in an UPSET mood”.“I am in a NEGATIVE mood”. All this is in a “Checkbox” format so students can choose more than one feeling in any or all categories.

Connection to the IPTS standard

When learning traditionally, time is spent in class teaching the lesson. The students all need to be present to learn the material for the given day. Sometimes we go on with our day not knowing how a child feels because we are too busy trying to teach and stay within the time limit of the curriculum. Through this, we can get a chance to talk or know how students are feeling. This is beneficial whether we are in person or remote. This artifact also aligns with Social Emotional Learning Competency: 2.A.1. It states, "students begin to build skills to express emotions with "I feel" statements. Furthermore, it "maximizes instructional time," as stated by 5R. By having a flipped classroom, transitional time is decreased substantially.

Description of what was learned

It was a wonderful experience to learn this way of communication with the students. I found myself thinking about how this makes it easy for us to check in with students during our busy teaching life. The process of making the google form was enjoyable for me. It was doable and easy to do.