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Standard Four - Multiple Instructional Strategies

Rationale for Artifact One

Artifact One

          Students all come from a variety of backgrounds and situations.  Thus, they grow up with differing learning styles.  As effective teachers, we must create opportunities for all of our students to succeed by using as many different approaches to learning as possible.  To show my understanding of how to reach these diverse learners, I have placed as my artifact my Preservices Teaching/Internship Observation/Conference Form for my lesson entitled “Coming to America” which will prove that I use a variety of learning strategies in my classroom to reach my diverse learners.

            In this Observation Form, my supervisors listed varying instructional strategies that I used during the launch and introduction of my lesson.  I engaged my students with music, SMART Board presentation, reflection, reading, and writing responses to help reach each student so they all could succeed which, as Ms. Bishop stated, “set students up for understanding and varied levels of thinking.”

            Through this Observation Form, I am able to show that I can produce differing learning strategies to meet my students’ needs as required by INTASC Standard Four.

Rationale for Artifact Two

Artifact Two

        Both Vygotsky and Piaget believed that students construct their knowledge, and I, also, believe that we should allow students this opportunity by starting their learning process from what they know to build critical thinking, problem solving, and performance skills.  I was able to demonstrate this belief through my lesson plan entitled, “The Risk of War,” where the students were allowed to use their own knowledge of the game of “Risk” to create knowledge about what happened in World War I.

            By creating “The Risk of War,” I was able to use a variety of instructional strategies to engage my students in the learning process.  I had the students develop their performance skills by actually performing the task of playing “Risk” with a partner.  The students were able to practice their problem solving skills by creating ways to defeat their partner at “Risk”, and the students were able to demonstrate their critical thinking skills through reflecting on what they did during the “Risk” game and connecting those actions to what happened during World War I.

            By engaging the students in an activity that they found engaging, the students were able to actively participate in the lesson, and I made sure every student was able to comprehend by using my differing instructional strategies.