A. Understands principles, techniques, advantages, and limitations, associated with various teaching and learning strategies (e.g., cooperative learning, direct instruction, inquiry learning, whole group discussion), and
B. Uses a variety of teaching and learning strategies to engage students in the devlopment of critical thinking, problem solving, and performance skills
While various methods of teaching exist (direct instruction, cooperative learning, etc..) an instructor should be able and willing to use different techniques when the course calls for them. A teacher cannot rely on simply using direct instruction in the classroom; because students learn in different ways, and students are often incapable of sitting through long lectures, other methods of teaching must also be present. A teacher may find direct instruction to be the easiest way to maintain classroom control, but students need to practice various methods of learning. Teachers should vary their teaching style; teachers can do this by putting students as the focus of the classroom. For example, if students are learning difficult material, an instructor may play students in groups so they may work together. By working together in groups the students will be able to learn from each other. Ideas will pass through the group and discussion will be facilitated through varying opinions. If a classroom were to be purely based around direct instruction these interactions would never occur. Students would not be able to learn from each other, and unique ideas from out students would never be shared. Literature circles could be used as a way to vary teaching methods. Students will find themselves in control of the classroom as they pick the literature they wish to read, and have discussions about the things they find important. If the classroom was led by the instructor at all times the students would not be motivated to learn, and they would not have an opportunity to make sure their opinions are heard. INTASC 4 is instrumental in facilitating our students' learning. Varying instruction keeps the classroom fun and exciting, but also allows students to periodically have control over what is to be discussed and learned. While students cannot run the classroom at all times, breaking away from the traditional method of direct instruction will benefit the students and allow the instructor to work as a facilitator of student discussion.
Artifact A is a teaching segment I created during my professional year at Towson University. The lesson segment was intended for a class that had students at varying proficiency levels. This artifact demonstrates my proficiency in this principle because I use different methods of instruction in order to accomplish different goals. The lesson plan shows my ability to recognize the moments when different methods of instruction are beneficial, and my ability to recognize when students should be teaching themselves. Within a single lesson segment I use various types of instruction in order to best suit the classroom. Group discussion is used when learning new concepts so that students are able to share their ideas with the class, and definitions can be created using the words that students know. I move to a small group discussion after teaching new content in order to allow students time to practice what they have learned. I have students work in small groups to discuss the novels they have been reading in class; this allows students to learn from each other, and allows students to share their opinions on the texts they have read. I use cooperative learning in order to model the small group discussion with a group that has multiple IEPs. I act as the highly proficient student in the group, and model how to offer higher level questioning within a small group. Students around the classroom watch the literature circle taking place, while the group that struggles with IEPs benefits from having me there to offer insight on the novel, and to work with them through the exercise. This teaching segment has a positive impact on student achievement because it ensure the students who need the most attention are receiving it. All students in the classroom benefit through my modeling of the exercise they are going to be completing, but the group that has multiple IEPs benefits directly through having a highly proficient person in the group that will be able to push them to achieve their best. Students outside of the group act more efficiently after having seen the activity modeled, and they are given the opportunity to ask questions during the model in order to clarify problems. This teaching segment demonstrates the "judging prior learning" aspect of the Planning-Teaching-Learning cycle because I used information gathered from previous experience with the students in order to determine who needed the most help, and which of the students would benefit solely through witnessing the literature circle take place. After reviewing assessments from prior assignments I was able to recognize that the students with IEPs benefited greatly from cooperative learning.
Artifact B is a teaching segment I created during my professional year at Towson University. The lesson segment was intended for a class that had students at varying proficiency levels. This artifact demonstrates my proficiency in this principle because I use multiple teaching strategies in order to best suit the needs of the classroom. Literature circles can be incredibly useful in the classroom; students benefit from having the opportunity to choose the novel they would like to read, and benefit greatly from being able to hear the opinions of their peers. Literature circles encourages students to use critical thinking, and they are dependent on students using higher leveling thinking. Critical thinking comes naturally when using literature circles as students are expected to respond thoughtfully to questions posed to them by their peers. Students engage in higher level thinking and pose higher level questions when they are not provided with topics of discussion by the instructor. By demonstrating the proper technique of literature circles I allow students to hear the types of questions that should be posed. I give the students a model, and they pose questions similar to mine. The model does not prevent the students from doing their own work, as the novels they are using are all different and the questions and answers will be unique to each group and each discussion. Getting students to engage in higher level work can be a challenge, but through relevant material I motivated the students to work out of their comfort level and in a classroom of higher level thinking. This teaching segment has a positive impact on student achievement because it teaches students how to pose higher level questions, and how to think critically based on peer discussion. All students in the classroom benefit from my modeling of higher level questions and critical thinking, and the IEP heavy group I worked with benefited from having model questions based on the novel they were reading. Students came out of the classroom with different opinions of the novel, and they were critically comparing their views on events with the views of their peers. This teaching segment demonstrates the "judging prior learning" aspect of the Planning-Teaching-Learning cycle because I used information gathered from previous experience with the students in order to determine if they were ready for the higher level activity. In order to implement a lesson that included higher level thinking, I needed to decide whether or not the students were prepared to engage in small group discussions about very different topics. Based on previous experience and information given to me by my mentor I decided that the class was capable of using higher level discussion in small groups, and that they would be able to handle working without instruction for the majority of the class period.
Instructional Strategies / Problem Solving
A. Understands principles, techniques, advantages, and limitations, associated with various teaching and learning strategies (e.g., cooperative learning, direct instruction, inquiry learning, whole group discussion), and
B. Uses a variety of teaching and learning strategies to engage students in the devlopment of critical thinking, problem solving, and performance skills
Reflection
Reflection on INTASC 4.docx
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While various methods of teaching exist (direct instruction, cooperative learning, etc..) an instructor should be able and willing to use different techniques when the course calls for them. A teacher cannot rely on simply using direct instruction in the classroom; because students learn in different ways, and students are often incapable of sitting through long lectures, other methods of teaching must also be present. A teacher may find direct instruction to be the easiest way to maintain classroom control, but students need to practice various methods of learning. Teachers should vary their teaching style; teachers can do this by putting students as the focus of the classroom. For example, if students are learning difficult material, an instructor may play students in groups so they may work together. By working together in groups the students will be able to learn from each other. Ideas will pass through the group and discussion will be facilitated through varying opinions. If a classroom were to be purely based around direct instruction these interactions would never occur. Students would not be able to learn from each other, and unique ideas from out students would never be shared. Literature circles could be used as a way to vary teaching methods. Students will find themselves in control of the classroom as they pick the literature they wish to read, and have discussions about the things they find important. If the classroom was led by the instructor at all times the students would not be motivated to learn, and they would not have an opportunity to make sure their opinions are heard. INTASC 4 is instrumental in facilitating our students' learning. Varying instruction keeps the classroom fun and exciting, but also allows students to periodically have control over what is to be discussed and learned. While students cannot run the classroom at all times, breaking away from the traditional method of direct instruction will benefit the students and allow the instructor to work as a facilitator of student discussion.Artifact A
Teaching Segment 4 (Reflection) Complete.docx
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Artifact A is a teaching segment I created during my professional year at Towson University. The lesson segment was intended for a class that had students at varying proficiency levels. This artifact demonstrates my proficiency in this principle because I use different methods of instruction in order to accomplish different goals. The lesson plan shows my ability to recognize the moments when different methods of instruction are beneficial, and my ability to recognize when students should be teaching themselves. Within a single lesson segment I use various types of instruction in order to best suit the classroom. Group discussion is used when learning new concepts so that students are able to share their ideas with the class, and definitions can be created using the words that students know. I move to a small group discussion after teaching new content in order to allow students time to practice what they have learned. I have students work in small groups to discuss the novels they have been reading in class; this allows students to learn from each other, and allows students to share their opinions on the texts they have read. I use cooperative learning in order to model the small group discussion with a group that has multiple IEPs. I act as the highly proficient student in the group, and model how to offer higher level questioning within a small group. Students around the classroom watch the literature circle taking place, while the group that struggles with IEPs benefits from having me there to offer insight on the novel, and to work with them through the exercise. This teaching segment has a positive impact on student achievement because it ensure the students who need the most attention are receiving it. All students in the classroom benefit through my modeling of the exercise they are going to be completing, but the group that has multiple IEPs benefits directly through having a highly proficient person in the group that will be able to push them to achieve their best. Students outside of the group act more efficiently after having seen the activity modeled, and they are given the opportunity to ask questions during the model in order to clarify problems. This teaching segment demonstrates the "judging prior learning" aspect of the Planning-Teaching-Learning cycle because I used information gathered from previous experience with the students in order to determine who needed the most help, and which of the students would benefit solely through witnessing the literature circle take place. After reviewing assessments from prior assignments I was able to recognize that the students with IEPs benefited greatly from cooperative learning.Artifact B
Teaching Segment 4 (Reflection) Complete.docx
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Artifact B is a teaching segment I created during my professional year at Towson University. The lesson segment was intended for a class that had students at varying proficiency levels. This artifact demonstrates my proficiency in this principle because I use multiple teaching strategies in order to best suit the needs of the classroom. Literature circles can be incredibly useful in the classroom; students benefit from having the opportunity to choose the novel they would like to read, and benefit greatly from being able to hear the opinions of their peers. Literature circles encourages students to use critical thinking, and they are dependent on students using higher leveling thinking. Critical thinking comes naturally when using literature circles as students are expected to respond thoughtfully to questions posed to them by their peers. Students engage in higher level thinking and pose higher level questions when they are not provided with topics of discussion by the instructor. By demonstrating the proper technique of literature circles I allow students to hear the types of questions that should be posed. I give the students a model, and they pose questions similar to mine. The model does not prevent the students from doing their own work, as the novels they are using are all different and the questions and answers will be unique to each group and each discussion. Getting students to engage in higher level work can be a challenge, but through relevant material I motivated the students to work out of their comfort level and in a classroom of higher level thinking. This teaching segment has a positive impact on student achievement because it teaches students how to pose higher level questions, and how to think critically based on peer discussion. All students in the classroom benefit from my modeling of higher level questions and critical thinking, and the IEP heavy group I worked with benefited from having model questions based on the novel they were reading. Students came out of the classroom with different opinions of the novel, and they were critically comparing their views on events with the views of their peers. This teaching segment demonstrates the "judging prior learning" aspect of the Planning-Teaching-Learning cycle because I used information gathered from previous experience with the students in order to determine if they were ready for the higher level activity. In order to implement a lesson that included higher level thinking, I needed to decide whether or not the students were prepared to engage in small group discussions about very different topics. Based on previous experience and information given to me by my mentor I decided that the class was capable of using higher level discussion in small groups, and that they would be able to handle working without instruction for the majority of the class period.Strategies and Problem Solving