Module 3 : Planning For Instruction

I believe that I am proficient in establishing a classroom setting that calls upon the students to learn in an individual and collaborative manner. I believe that I have sufficiently encouraged positive social interaction, active engagement in learning, and self motivation. I have shown this in learning activities that have been presented to the students. An example of this would be with the placard assignment, which had the students fill out a sheet that corresponded to four maps to help them figure out what artifacts certain cultural regions would use. During this learning segment, students would have to be self directed after the directions were given, the students would have to use collaborative skills, and they were all engaged during

choosing teaching/learning strategies that activate students’ prior knowledge so students are prepared cognitively, socially, and emotionally for new learning (e.g., through discussion, choosing a problem

William Bennett John Hattie, and Bert Creemers all produced lists that identified research-based practices that were effective in the classroom. The writer has used strategies that work from their lists on a daily basis, including differentiating instruction and reinforcement with play or games. Cooperative learning has also been used frequently to give opportunities for students to collaborate in order to negotiate meaning, teach and learn from one another. Benjamin Bloom’s (76) unit of instruction “guides teachers to the most appropriate use of research-based strategies but does not constrain them as to day-to-day lesson design” (83). Instructional strategies are integrated into the unit plan, but should remain flexible in order to meet student needs and goals.

In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning. Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in

The two times I saw my Cooperating Teacher allow the students to engage with the material on their own, the students quickly became confused as they lacked the skills to manage their time, locate reference resources, use the technology needed, and reflect on their learning. Because students lacked these skills, they did not get everything out of the activities that they could have. My Cooperating Teacher addressed this problem by teaching students the skills needed for these situations which drastically improved the student 's ability to learn from these activates. Noting the success of this training, I have been trying to design my lesson plans and such so that I have a balance between real-world activities and skills education. Though I have not quite found that balance yet, I have improved.

Every day the lesson plan for my class is fast paced and as exciting as possible. The idea is to keep them busy the entire class to avoid disengagement. If we are moving at a good pace it’s harder for a student to zone out or they miss a lot of information. Next, I utilize different types of materials to explain the topic of the day. I may start by giving notes and lecturing, then move on to a video where the same idea is communicated more visually. Changing up instruction methods seems to hold a student attention better than if I simply drone on lecturing. I also like to switch up activities, class may begin with a lecture for fifteen minutes then move on to a worksheet or some online learning. Changing activities provides a natural brain break, although at times I implant those by telling a joke or allowing a student to share a story.

The use of these instructional materials will allow for meaningful instruction for the varying levels and proficiencies of students (APTS 1.8, INTACT 1.3). Furthermore, it puts to use the concept of INTASC 1.5, which is to use an interdisciplinary approach to teaching and learning.

At my place of work – Include, we do not have ILP’s, this is because we run a twenty week, roll on roll off programme and we wouldn’t have the time. We do however set goals, at the start and during monthly reviews, using simplified paperwork.. Our sister company that teach pre- sixteen’s do, and I have looked at these documents to reflect on anything that would be transferable to my teaching and offer improvements.

This is my overview and response to InTASC standard 7 titled “Planning for Instruction.” I will discuss my thoughts on the first read through, then I will go in depth on several of the InTASC standard 7 points with examples.

During class, the instructional model I believe matches closely with the instructions we received was the cooperative learning strategy. According to our class readings the instructions given to us possessed the following characteristics; working in small groups, group reports, social skills, as well as individual and group accountability. Students were paired up based on matching numbers; they then went over that specified instructional model. That is where individual accountability and social skills takes part. Groups had to work together to come up with what they thought were the five most important points. Most groups divide the work up. After groups decided what were the most important they then shared with the class.

I still find ways to show my students that they can succeed. My goal is to help facilitate my students’ pursuit for knowledge and help them acquire the communication skills, problem solving skills, and critical thinking skills which will enable them to be life-long learners.

Observing my students in a variety of academic environments, I see how they engage in their learning throughout the day whether they are interested in the subject, if a teacher is particular engaging, or even if a certain lesson or strategy is particularly effective. The teachers are all SIOP trained and regularly implement strategies from the program; however, as a whole the classes remain teacher-centered except for various “activities” that occur during the week that engages the

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

During multiple observations with the teacher, there have been a few techniques that were implemented to enhance students ' learning experiences. First, in problem-solving issues, the teacher will ask the student what approaches they will use in order to solve a problem. Another approach the teacher implemented was having the students attempt their own theory, even though the teacher knew the theory was incorrect, the focus was not to achieve the right answer but for the student

Throughout the majority of my education, including college, I have felt like a passive member of the classroom. Teachers saw me as a clear slate that needed to be filled with information. I consumed countless facts, and memorized numerous processes, most of them not being my own. This approach to teaching has proven to be unsuccessful to the goals of education. Students are diverse, with their own learning styles and their own knowledge that they bring to the table, and these should be supported and expanded on in the classroom. The goal of education is to support learners and thinkers, and not to condition minds to all think the same ways.