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.
Artifact 1: Historical Fiction WebQuest
Growth in Knowledge Indicator C: knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources.
Growth in Knowledge Indicator D: understands disciplinary and interdisciplinary instructional approaches and how they relate to life and career experiences.
Growth in Performance Indicator F: uses technology to accomplish differentiated instructional objectives that enhance learning for each student.
The artifact for this standard is a WebQuest that I developed with another student for CI 473 at the University of Illinois. The website can be found here, and a screenshot of the site is shown below.
Artifact 1: Historical Fiction WebQuest
Growth in Knowledge Indicator C: knows how to implement effective differentiated instruction through the use of a wide variety of materials, technologies, and resources.
Growth in Knowledge Indicator D: understands disciplinary and interdisciplinary instructional approaches and how they relate to life and career experiences.
Growth in Performance Indicator F: uses technology to accomplish differentiated instructional objectives that enhance learning for each student.
The artifact for this standard is a WebQuest that I developed with another student for CI 473 at the University of Illinois. The website can be found here, and a screenshot of the site is shown below.
Reflection 1:
The above artifact pertains to Standard Five of the Illinois Professional Teaching Standards because it focuses on a teaching strategy that supports students' creativity and problem-solving skills and promotes continuous growth and learning. Using a WebQuest is a way to differentiate instruction and utilize technology and internet resources to the students' advantage. The research needed for students to complete the activity is a lifelong skill, and the context of the assignment makes it an engaging, fun task. Furthermore, the topic of the WebQuest - historical fiction - allows me to make the lesson interdisciplinary. The research aspect of the lesson centers around learning about historical time periods, but this knowledge is then applied to how we think about perspective within writing. The students learn about history through a creative lens that asks them to develop their research and writing skills. The entire span of the lesson involves differentiated techniques for student growth, such as interactive groups, independent work, class-wide collaboration, writing, and feedback on the final assessment. Another aspect that is key in enhancing learning for each student is the amount of choice that students have with this assignment. They are given the tools and resources they need to succeed, but can ultimately take different paths and research different things. Students can use their interests and strengths to their advantage, and this makes the lesson more meaningful and engaging for them. The diversity of their results are compiled into a class anthology, which remains a symbol of their creativity, skills, and hard work throughout the year. Since the lesson does not include much direct instruction, I am free to monitor student progress and work individually with students and groups as needed. Technology-based and student-driven activities are often more appealing to students than standard lectures, and differentiated instruction allows every student to succeed. This artifact illustrates my growth as a pre-service teacher because I am invested in creative, engaging strategies of instructional delivery.
The above artifact pertains to Standard Five of the Illinois Professional Teaching Standards because it focuses on a teaching strategy that supports students' creativity and problem-solving skills and promotes continuous growth and learning. Using a WebQuest is a way to differentiate instruction and utilize technology and internet resources to the students' advantage. The research needed for students to complete the activity is a lifelong skill, and the context of the assignment makes it an engaging, fun task. Furthermore, the topic of the WebQuest - historical fiction - allows me to make the lesson interdisciplinary. The research aspect of the lesson centers around learning about historical time periods, but this knowledge is then applied to how we think about perspective within writing. The students learn about history through a creative lens that asks them to develop their research and writing skills. The entire span of the lesson involves differentiated techniques for student growth, such as interactive groups, independent work, class-wide collaboration, writing, and feedback on the final assessment. Another aspect that is key in enhancing learning for each student is the amount of choice that students have with this assignment. They are given the tools and resources they need to succeed, but can ultimately take different paths and research different things. Students can use their interests and strengths to their advantage, and this makes the lesson more meaningful and engaging for them. The diversity of their results are compiled into a class anthology, which remains a symbol of their creativity, skills, and hard work throughout the year. Since the lesson does not include much direct instruction, I am free to monitor student progress and work individually with students and groups as needed. Technology-based and student-driven activities are often more appealing to students than standard lectures, and differentiated instruction allows every student to succeed. This artifact illustrates my growth as a pre-service teacher because I am invested in creative, engaging strategies of instructional delivery.
Artifact 2: "Sleepy Hollow" Compare/Contrast Lessons
Growth in Knowledge Indicator E: knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics.
Growth in Knowledge Indicator F: knows strategies to maximize student attentiveness and engagement.
Growth in Performance Indicator C: varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.
Below is a copy of a lesson plan on Washington Irving's "Sleepy Hollow." Previously, we had been discussing the historical context behind the story and how and why it is considered an American classic. Students had practice making connections between the story and the historical context - now they will apply that knowledge to make connections between the short story and Tim Burton's movie adaptation. They will be required to think about why any similarities and differences are important, again looking at historical context, authorial purpose, etc. Since the movie is rated R, I made alternative assignments for students to do if they did not bring in their permission slip or if they did not wish to watch it.
Growth in Knowledge Indicator E: knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics.
Growth in Knowledge Indicator F: knows strategies to maximize student attentiveness and engagement.
Growth in Performance Indicator C: varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.
Below is a copy of a lesson plan on Washington Irving's "Sleepy Hollow." Previously, we had been discussing the historical context behind the story and how and why it is considered an American classic. Students had practice making connections between the story and the historical context - now they will apply that knowledge to make connections between the short story and Tim Burton's movie adaptation. They will be required to think about why any similarities and differences are important, again looking at historical context, authorial purpose, etc. Since the movie is rated R, I made alternative assignments for students to do if they did not bring in their permission slip or if they did not wish to watch it.
Reflection 2:
The lesson embedded above reflects Standard Five of the Illinois Professional Teaching Standards, which requires teachers to implement differentiated instruction. By incorporating a movie into our understanding and analysis of "Sleepy Hollow," students are engaged and can think about the story in both "critical and creative" ways. Furthermore, by having alternative assignments, I show that I "[know] techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics," under Knowledge Indicator E of the standard. For students watching the movie, I am able to step back from the role of instructor and ask them what they know about the filmmaker and about popular films within our culture today. Many of them feel more comfortable understanding and analyzing movies than they do short stories, especially ones like “Sleepy Hollow” that are dense with difficult vocabulary words. This shows my understanding of Performance Indicator C, which states that a teacher should “varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.” My lesson also exemplifies my growth in this area because I have all students present an answer to one reading comprehension question before we read, letting them teach each other about the nuances in the story. By giving students with alternative assignments the responsibility to read and work on their own, I assume the role of coach and audience rather than instructor; I give them support and suggestions to help them complete the assignment, but students navigate the information on their own. Finally, my incorporation of media and student-generated discussion into my lessons supports my goal to utilize “strategies to maximize student attentiveness and engagement” (Knowledge Indicator F). Students can play to their strengths with this assignment – there are so many points of comparison that every student can feel successful as they read, watch, and analyze the two versions of “Sleepy Hollow.” By helping them become invested and engaged, differentiating instruction, and stepping into the role of coach rather than direct instructor, my teaching abilities and effectiveness were strengthened.
The lesson embedded above reflects Standard Five of the Illinois Professional Teaching Standards, which requires teachers to implement differentiated instruction. By incorporating a movie into our understanding and analysis of "Sleepy Hollow," students are engaged and can think about the story in both "critical and creative" ways. Furthermore, by having alternative assignments, I show that I "[know] techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics," under Knowledge Indicator E of the standard. For students watching the movie, I am able to step back from the role of instructor and ask them what they know about the filmmaker and about popular films within our culture today. Many of them feel more comfortable understanding and analyzing movies than they do short stories, especially ones like “Sleepy Hollow” that are dense with difficult vocabulary words. This shows my understanding of Performance Indicator C, which states that a teacher should “varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.” My lesson also exemplifies my growth in this area because I have all students present an answer to one reading comprehension question before we read, letting them teach each other about the nuances in the story. By giving students with alternative assignments the responsibility to read and work on their own, I assume the role of coach and audience rather than instructor; I give them support and suggestions to help them complete the assignment, but students navigate the information on their own. Finally, my incorporation of media and student-generated discussion into my lessons supports my goal to utilize “strategies to maximize student attentiveness and engagement” (Knowledge Indicator F). Students can play to their strengths with this assignment – there are so many points of comparison that every student can feel successful as they read, watch, and analyze the two versions of “Sleepy Hollow.” By helping them become invested and engaged, differentiating instruction, and stepping into the role of coach rather than direct instructor, my teaching abilities and effectiveness were strengthened.