Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
During small group time, I was able to circulate around the room. I could assess student understanding informally and in qualitative ways (IE: I noticed that Gabby had a strong answer to a key question), which also helps me to build and foster a strong rapport with my students. I also engaged in small group discussion and asked a few probing questions to groups who needed further gui...
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...rking on as a class, and will serve as a starting point in the learning process for tomorrow.
Addressing learning objectives at the beginning of the lesson, referencing learning targets that they have crafted/partially authored, putting into context what they want to learn, further elaborating how what they want to learn relates to the unit learning targets, and reusing the learning target language throughout the lessons helps students to understand how/why the learning targets apply to key concepts and learning activities throughout the lesson. While students will continue to master these learning targets throughout the lessons, they were able to apply their understanding to each learning target when they:
LT1: Discussion, Abstract vs. Concrete exercise, Google Form
LT2: Word Association, Joyful vs. Happy discussion, Google Form
LT3: Six-Word Memoir, Google Form
b. ENABLING LEARNING OBJECTIVES: Without the aid of notes and in accordance with the reference MCI 21.35:
As a teacher it is your responsibility to vary your instruction so that you can reach each different type of learner. Something that may be useful is giving students an assessment that makes the teacher aware of how each student learns, and base your instruction off of the results. Also, you can give them an assessment of Howard Gardner’s Theory of Multiple Intelligences to get an even better understanding of their learning styles, their strengths, and their weaknesses. Providing students various opportunities and teaching techniques enables them to learn in way that suits them
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
While I find value in both sides of the argument on what effective instruction looks like I do believe that there is something to be said for a “something old and something new” approach. As an English teacher I appreciate the ability and encouragement for creative projects, collaboration, and the use of technology; however, I also have a great deal of appreciation for a more traditional approach such as handwritten rough drafts, research papers, and a novel study that is completed in class with students reading aloud portions of the book. In an ever-changing society I know that I must be open to change as no two days in the classroom are alike.
The objective will written on the board, for students to have a better understanding about what they will learn from the lesson.
We need theorists and researchers to generate and refine learning-focused instructional design theories. Such theories will help educators and trainers to meet needs that focus on learning and that foster development of initiative, teamwork, thinking skills, and diversity. Instructional-design theory must involve stakeholders in the design process.
While the activity can be conducted in groups of three-to-five, the pairing strategy used in the activity allows for equal retention as the three-to-five grouping strategy if conducted correctly by finding students who will work well together. In a study conducted by Po-Jen, Ming-Chao, Chu-Sing, and Chun-Wei (2012), “this strategy can also help students to have a better understanding of lessons and improve their learning achievement.” (p236). Students who would feel uncomfortable within a larger group can speak more freely if there is a single partner, even more so if it builds off a relationship that is already present. By utilizing social interactions between students, the teacher can create more effective pairs in the classroom. The previous social interactions will encourage the students to speak more freely with each other about the topic, and in turn, promote retention and understanding of the
Module two explains the importance of having clear learning targets. It not only helps the teachers and students but the parents as well. Clear learning targets allow the teacher to know what exactly to teach, assess, and activities to plan. The other benefit is that it provides the students with a clear understanding of what they need to know/learn. It also allows them to self-assess and set goals for themselves. The third benefit is that clear learning targets are easy for parents to understand. If parents can comprehend what is going on in the classroom there is a better chance they will become more involved. Therefore, they can assist their child at home with their learning needs. This also provides the student with a strong support system.
Currently I am co teaching a fifth grade class of eleven students. The class is a general education class with four students who have disabilities. My main focus for the class is teaching the human body system and implementing writing into the class. Differentiation of instruction is something we need to show that we are implanting in our classroom. There are four levels of differentiation of instruction; content, process, product, and affect. What we teach, how we teach it; how students demonstrate what they have learned, and how students feel about what they are learning is what DI is about. Educators need to start by choosing the best content that will help all of their students. The content not only has to relate to the subject matter, but need to connect to their culture. The process is also a crucial component of DI and Santamaria feels that the best thing to do for the students is having them work in groups, but Utley took an individual approach to DI. Santamaria feels that cooperative learning stimulates learning. The last component to DI is the product. This could be as simple as allowing the students to present their final product
The learning goal will be monitored during this lesson through the use of informal assessments such as direct observation, responses to direct questions, show of thumbs up for understanding and down for not understanding, and completion of a related worksheet. In addition, ongoing assessment of the learning goal will be ascertained through questions asked by the focus learner.
(Elsworthy, 2016) is an example of this. Also related to instructional approaches are the seven different instructional strategies used. The most common method is the traditional or direct method, where it’s sufficient for ‘organising practice, maximising practice time, keeping learners on task and facilitating early skill acquisition’ (Spittle, 2016). Team instruction is another strategy used where a number of instructors are providing information for the participants. Participants gain more specific feedback when this strategy is used in order to better there development.
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
According to the book Promoting Active Learning by Chet Meyers and Thomas Jones and referenced by Kathleen McKinney, active learning means "(1) that learning is by nature an active endeavor and (2) that different people learn in different ways." The first segment of the definition "by nature an active endeavor" is important because it allows the student to develop her critical thinking skills as well as practice her writing techniques. The student can discuss class material in a less formal setting, which can be beneficial in creating more open-ended discussions for the student. As a teacher, promoting various learning styles is critical because one student learn differently than another.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
...ng than in the content of their conclusion. Following these simple guidelines and objectives, I am able to plan engaging and stimulating lessons that not only motivate the students but are also meaningful to their personal and academic development.