Standard Five: Instructional Delivery
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.
Artifacts & Reflection
Both artifacts pertain to Standard Five: Instructional Delivery. These artifacts are appropriate because they demonstrate my ability enhance student learning through various resources and instructional strategies in different learning environments to promote critical thinking about history and geography.
The first artifact is a simulated lesson about the mummification process in Ancient Egypt. This applies to Knowledge Indicator E: understands when and how to adapt or modify instruction based on outcome data, as well as student needs, goals, and responses AND Performance Indicator J: maximizes instructional time (e.g., minimizes transitional time).
This artifact is appropriate because this is an edited lesson plan for the second run of this lesson. In the first run of this lesson, my instructional delivery was not as structured nor did I demonstrate each of the stations. The highlighted sections in the lesson were additions to the instructional delivery determined by needs and responses of my students in the first run of this lesson (Indicator E). The highlighted changes maximized instructional time and significantly minimized transitional time (Indicator J). Due to the clear procedural instructions, the students were able to move from station to station with more ease and understand the questions on the prediction worksheet. The first run did not have time to complete the powerpoint and notes; whereas the second run, completed the entire lesson.
This artifact demonstrates growth because I highlight the modifications made on the initial lesson. I wanted to insure that the learning environment was safe and orderly so that I maximized learning with minimal distractions. My ability to adapt my instruction based on my student needs helps me grow as an effective instructor and continuously improve the quality of learning in my classroom.
The second artifact is a lesson created for a classroom in South Africa about Geographical accents. This applies to Knowledge Indicator C: knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources AND Knowledge Indicator E: knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics.
This artifact is appropriate because this lesson implements many resources and technologies in order to differentiate instruction (Indicator C). In order to engage diverse learners, the multiple resources used in this lesson will appeal to the preferred instructional strategies of many of the students at some point during the lesson. For visual learners, the PowerPoint, maps, video clips and worksheets will scaffold their learning and understanding of the material in order to critical think during discussions. For auditory learners, the instructor’s lecture, video clips and discussion questions will support their understanding and critical thinking of the material. For kinesthetic learners, the slang worksheet and fill-in-the-blank map will scaffold their spatial understanding of the material to first build an understanding of the material before critically thinking in discussion assessment. For those learners that struggle with English, the PowerPoint will guide them throughout the lesson because there are many visuals. The PowerPoint will also keep those students who struggle focusing on task because they will have both visual and auditory cues from the instructor.
This artifact is also appropriate because this lesson adapts easily to any environment; whether in South Africa or in the United States. The suggested materials, resources, and technologies, in this lesson, have alternative implementations depending on what is available in that particular classroom (Indicator E). For instance, a classroom with projector, computer, speakers, and printing accessibility will benefit the most with this lesson. However, if any of the above resources are not available, alternative instructional directions are written into the lesson.
This artifact demonstrates my growth because this lesson was created for a classroom outside of the United States. Having no experience or expertise about instructional delivery in South Africa, I was able to include many options of instructional delivery in order to fit the possible environment and students. The ability to prepare for multiple scenarios allows me to react quickly and carry on with fluid instruction.
The first artifact is a simulated lesson about the mummification process in Ancient Egypt. This applies to Knowledge Indicator E: understands when and how to adapt or modify instruction based on outcome data, as well as student needs, goals, and responses AND Performance Indicator J: maximizes instructional time (e.g., minimizes transitional time).
This artifact is appropriate because this is an edited lesson plan for the second run of this lesson. In the first run of this lesson, my instructional delivery was not as structured nor did I demonstrate each of the stations. The highlighted sections in the lesson were additions to the instructional delivery determined by needs and responses of my students in the first run of this lesson (Indicator E). The highlighted changes maximized instructional time and significantly minimized transitional time (Indicator J). Due to the clear procedural instructions, the students were able to move from station to station with more ease and understand the questions on the prediction worksheet. The first run did not have time to complete the powerpoint and notes; whereas the second run, completed the entire lesson.
This artifact demonstrates growth because I highlight the modifications made on the initial lesson. I wanted to insure that the learning environment was safe and orderly so that I maximized learning with minimal distractions. My ability to adapt my instruction based on my student needs helps me grow as an effective instructor and continuously improve the quality of learning in my classroom.
The second artifact is a lesson created for a classroom in South Africa about Geographical accents. This applies to Knowledge Indicator C: knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources AND Knowledge Indicator E: knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics.
This artifact is appropriate because this lesson implements many resources and technologies in order to differentiate instruction (Indicator C). In order to engage diverse learners, the multiple resources used in this lesson will appeal to the preferred instructional strategies of many of the students at some point during the lesson. For visual learners, the PowerPoint, maps, video clips and worksheets will scaffold their learning and understanding of the material in order to critical think during discussions. For auditory learners, the instructor’s lecture, video clips and discussion questions will support their understanding and critical thinking of the material. For kinesthetic learners, the slang worksheet and fill-in-the-blank map will scaffold their spatial understanding of the material to first build an understanding of the material before critically thinking in discussion assessment. For those learners that struggle with English, the PowerPoint will guide them throughout the lesson because there are many visuals. The PowerPoint will also keep those students who struggle focusing on task because they will have both visual and auditory cues from the instructor.
This artifact is also appropriate because this lesson adapts easily to any environment; whether in South Africa or in the United States. The suggested materials, resources, and technologies, in this lesson, have alternative implementations depending on what is available in that particular classroom (Indicator E). For instance, a classroom with projector, computer, speakers, and printing accessibility will benefit the most with this lesson. However, if any of the above resources are not available, alternative instructional directions are written into the lesson.
This artifact demonstrates my growth because this lesson was created for a classroom outside of the United States. Having no experience or expertise about instructional delivery in South Africa, I was able to include many options of instructional delivery in order to fit the possible environment and students. The ability to prepare for multiple scenarios allows me to react quickly and carry on with fluid instruction.