Adapting instruction to individuals needs is important, and is what INTASC principle three talks about. All learners are diverse in their own way. Some students learn better when they work in groups, and others prefer to work alone. Other students learn better just by hearing something, others learn better by seeing it. To make sure that a teacher implements this principle into the classroom, they could use what is called a choice board. This could be used in any classroom, not just a social studies class. A choice board is a board or list of different types of projects that students can complete. The board has different projects that are targeted towards the different types of learners you may find in your class. At the high school internship, my mentor and I assigned a project where the students had the opportunity to design their own country. For this assignment they had to design a poster but the actual design was up to the students as long as it had all of the information that was indicated on the rubric. To implement this principle in the classroom on an everyday basis, the teacher could give group work, then an individual activity. At my middle school rotation I would at times have students work on an assignment individually then have them work with their peers to compare answers, then go over the work as a whole class. By doing this I was able to cater to students who like to work alone and the students who like to work with others and bounce ideas off of one another. The teacher could also give the students the opportunity to choose from listening to something as oppose to viewing it, depending the student’s preference and the availability of these things. INTASC principle three is important because all of the students are not the same, so the teacher has to cater their different styles of learning.
Artifact A is a lesson plan from my high school rotation which was in a tenth grade World History class. The lesson focuses on Nationalism. Included in this artifact is the lesson plan, and all handouts that went along with my teaching segment. This lesson was designed for the last part of teaching nationalism. The artifact demonstrates my proficiency in this principle because the project that the students complete is a poster where they take all of the information they have learned and design their own country. Before the students are allowed to start their projects they reviewed all of the information they had learned through the previous lessons which were taught by my mentor. During this project the students have the ability to choose what type of government their country would have as well as religion, flag design and country motto. This artifact had a positive impact on student achievement. Through this project the students were able to bring out their creative sides and design a poster in any way that they would like to. The students were also able to design their own country and make the choices of how diverse their country would be or if it would be like a country that is presently in the world today. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning Cycle because I used my knowledge of differentiation and instructional strategies to design a project for students to be able to use their diverse skills in the classroom to design their own country.
Artifact B is a directed reading lesson that was designed in one of my secondary education courses at Towson University. This lesson was about designed for a tenth grade world history class about the unsettled seventies. Included in this artifact is the lesson plan, and the handouts that go with the lesson. This artifact demonstrates my proficiency in this principle because I incorporated different reading strategies in order to accommodate all of my students in the class. In this lesson plan I prime the vocabulary that I feel is necessary so that all of the students will be able to understand the reading that was picked to go with this lesson. This lesson will have a positive impact on student achievement. To assess the students’ knowledge there is a lot of small group and whole class discussion that I will be able to listen to in order to find out if my students understand the concepts they should be learning. This lesson demonstrates the “planning” aspect of the Planning-Teaching-Learning Cycle because I used my knowledge of differentiation for students who read below grade level in order to design a lesson that will effectively teach all students the same information by using different methods throughout the lesson plan.
Artifact A is a lesson plan from my high school rotation which was in a tenth grade World History class. The lesson focuses on Nationalism.
Included in this artifact is the lesson plan, and all handouts that went along with my teaching segment. This lesson was designed for the last part of teaching nationalism. The artifact demonstrates my proficiency in this principle because the project that the students complete is a poster where they take all of the information they have learned and design their own country. Before the students are allowed to start their projects they reviewed all of the information they had learned through the previous lessons which were taught by my mentor. During this project the students have the ability to choose what type of government their country would have as well as religion, flag design and country motto. This artifact had a positive impact on student achievement. Through this project the students were able to bring out their creative sides and design a poster in any way that they would like to. The students were also able to design their own country and make the choices of how diverse their country would be or if it would be like a country that is presently in the world today. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning Cycle because I used my knowledge of differentiation and instructional strategies to design a project for students to be able to use their diverse skills in the classroom to design their own country.
Artifact B is a directed reading lesson that was designed in one of my secondary education courses at Towson University. This lesson was about designed for a tenth grade world history class about the unsettled seventies. Included in this artifact is the lesson plan, and the handouts that go with the lesson. This artifact demonstrates my proficiency in this principle because I incorporated different reading strategies in order to accommodate all of my students in the class. In this lesson plan I prime the vocabulary that I feel is necessary so that all of the students will be able to understand the reading that was picked to go with this lesson. This lesson will have a positive impact on student achievement. To assess the students’ knowledge there is a lot of small group and whole class discussion that I will be able to listen to in order to find out if my students understand the concepts they should be learning. This lesson demonstrates the “planning” aspect of the Planning-Teaching-Learning Cycle because I used my knowledge of differentiation for students who read below grade level in order to design a lesson that will effectively teach all students the same information by using different methods throughout the lesson plan.