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Knowledge of Instructional Strategies
Knowledge of Instructional Strategies
In my teaching practice, I use a variety of instructional strategies to meet diverse student needs, foster engagement, and promote deep learning. Each strategy supports both my instructional philosophy and classroom design.
Instructional Strategy #1: Cooperative Learning
Instructional Strategy #1: Cooperative Learning
Description: Students work together in small, diverse groups to complete shared tasks and learn from one another.
Connection to My Philosophy: Cooperative learning aligns with my philosophy of building strong relationships and fostering a sense of community. It helps students practice communication, empathy, and teamwork: key elements in maintaining a positive and respectful classroom environment. This correlates to Linda Albert's Cooperative Discipline Theory, which reinforced the idea that students thrive when they feel capable and connected to their peers.
Connection to My Classroom Design: Cooperative learning is shown through the groups of four seating arrangements in my classroom design. Cooperative learning can also be shown at the small group table, as well as on the whole group rug in the front of my classroom.
Example: During a reading comprehension lesson, students use the Think–Pair–Share strategy to discuss story elements and share ideas with the class.
Instructional Strategy #2: Differentiated Instruction
Instructional Strategy #2: Differentiated Instruction
Description: Lessons are designed to meet students’ individual needs, interests, and readiness levels through varied materials, activities, and assessments.
Connection to My Philosophy: Differentiation reflects my belief that every student deserves equitable access to learning opportunities. By tailoring instruction, I ensure that each child feels successful and valued, which contributes to positive behavior and engagement. William Glasser's Choice Theory correlates to differentiated instruction because he emphasized when students are given meaningful choices in their learning, they are more motivated and engaged.
Connection to My Classroom Design: In my classroom design, I included a small group table where I will provide differentiated instruction for students. The small group table also includes differentiated seating: flexible seating which helps some students learn better.
Example: In math, I provide multiple ways to solve problems—students may use manipulatives, draw visual models, or explain their reasoning verbally.
Instructional Strategy #3: Explicit Instruction / Gradual Release of Responsibility
Instructional Strategy #3: Explicit Instruction / Gradual Release of Responsibility
Description: This strategy follows the “I Do, We Do, You Do” framework, beginning with teacher modeling, followed by guided practice, and ending with independent student work.
Connection to My Philosophy: Explicit instruction provides structure and clarity, which supports student confidence and classroom order. It allows me to model expectations and build independence gradually—key to a well-managed and student-centered classroom. The Canters' Assertive Discipline model goes hand-in-hand with explicit instruction because they discuss clearly teaching rules, practicing routines, and maintaining consistency so students know exactly what is expected. This allows the classroom to be organized and allows for students to gradually increase responsibility since they know what is expected.
Connection to My Classroom Design: In my classroom, I will utilize the front of my classroom for explicit instruction. Students will be gathered at the whole group rug, where I will utilize the board directly in front of it to provide explicit instruction before releasing students back to their desks. When students are at their desks, my classroom design allows them to still see the board for refreshers on modeling.
Example: When teaching a new writing skill, I first model how to use a graphic organizer, then guide the class through a shared example before students complete their own independently.
Lesson Plan
Lesson Plan
Overview: “Traditions and Celebrations of New Jersey’s Culture” is a 4th-grade social studies lesson exploring the diverse cultural traditions that shape New Jersey communities. Students connect personal traditions to broader cultural celebrations, collaborate in small groups to research and present on events like Diwali, Lunar New Year, Juneteenth, Oktoberfest, and the Puerto Rican Heritage Festival, and use a Venn Diagram to compare traditions. The lesson concludes with a reflection on how cultural celebrations foster community and shared identity.
Instructional Strategy Represented: Cooperative Learning
This lesson highlights the Cooperative Learning strategy, as students actively engage in group-based tasks to build knowledge and understanding through collaboration. Each group is assigned a unique cultural celebration to research using both primary and secondary sources. Students take on specific roles (reader, recorder, presenter, fact-finder), ensuring that everyone contributes and learns from one another.
This approach aligns with my classroom management philosophy, which emphasizes respect, collaboration, and community building. Working cooperatively helps students practice teamwork, communication, and accountability—skills that also support positive behavior and classroom relationships.
The classroom design I utilized is beneficial as students are already placed in groups to collaborate.
Adaptations for Diverse Resource Settings
This lesson can be successfully implemented in a variety of classroom environments, including those with limited access to digital tools or multimedia equipment, while still achieving the same instructional goals. For example:
Community-Based Knowledge Sharing: Invite students or family members to contribute their own cultural traditions through storytelling, artifacts, or photographs. This approach leverages the rich cultural knowledge already present in the community.
Hands-On Presentation Options: Groups can create posters using chart paper, markers, or other tactile materials to present what they have learned, fostering creativity and collaboration.
Creative Representations of Music and Dance: When technology or internet access is limited, students can describe, sketch, or dramatize traditional dances and festivals based on readings and discussions, encouraging imagination and expressive communication.
These approaches enhance cooperative learning by promoting collaboration, perspective-sharing, and cultural appreciation. Students remain actively engaged while exploring the diversity and richness of New Jersey’s cultural heritage, highlighting the strengths and creativity within every classroom environment.
References
Bonhage, S. (2025). Traditions and Celebrations of New Jersey’s Culture [Lesson Plan]. https://docs.google.com/document/d/1jxT9NlvLJcIKyrASkTfGg6HD3Vzx59xcpRhhdnD-3sQ/edit?usp=sharing
Coffee Teach TPT Repeat. (n.d.). Think Pair Share Anchor Chart with VISUALS [Image]. https://www.teacherspayteachers.com/Product/Think-Pair-Share-Anchor-Chart-with-VISUALS-10323714
Finding the Main Idea - Graphic Organizer Templates [Image]. (2023, June 06). https://www.teachstarter.com/us/teaching-resource/main-idea-blank-graphic-organizer-us/
Math Manipulative Toolbox - Gr. 2-3 [Image]. (n.d.). Lakeshore. https://www.lakeshorelearning.com/products/math/math-manipulatives/math-manipulative-toolbox-gr-2-3/p/LC772/
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