In order for the teacher to plan appropriately they must know how to plan for different types of learners. INTASC principle four talks about the multiple approaches to instruction. By this they mean being able to reach both the visual and auditory learners. Not only that but to be able to reach the students who have IEPs and 504 plan as well. This can seem like a lot of work, but really once you get the general idea of it, it can become like a second nature. When teaching a lesson about the Declaration of Independence in US history in order to reach all the student’s needs, the teacher could give the students a copy to read on their own, and then find a recording that reads the document. Third before all of this the teacher could prime vocabulary that may be difficult for some students to understand.As learned in a previous secondary education course students can only learn five to seven new concepts in each class, therefore when priming vocabulary teachers need to make sure that those words are pertinent to know for the lesson. This number can be less for students who are English language learners. Another way this principle could be implemented in the classroom is when giving a project, let the students pick from a list of projects so that they can find one that best meets their needs and strengths. However teachers not only have to differentiate and use various strategies for students who are ELL, or on a 504 plan or an IEP, but they also have to plan for gifted students. In Julia Thompson's book The First-Year Teacher's Survival Guide, she says when planning for gifted students, use technology as much as possible and when assigning a project give them a loose structure and allow them to take the project where they want to. Another suggestion she makes to students is to be as flexible as possible with gifted students work (pg 388-89). Meeting the needs of all of your students and using multiple instruction strategies is important because if a teacher does not take these steps, they would only be reaching some of their students and not all of their students.
Artifact A is a lesson plan that I used at the middle school in seventh grade during my first semester of my professional year. I only taught a segment of the lesson and the included lesson plans and handouts are from that segment. This artifact shows my proficiency in this principle because I was able to use different instructional strategies to help the students understand the information that they were being taught. For example, in the beginning of the class I had a big KWL chart on the board and I gave students sticky notes so that they could write what they thought they knew about the Black Plague and what they wanted to know about the Black Plague. Once that was complete we moved into reading a skit. The students first read the skit to themselves and then I asked for volunteers and had them come to the front of the room and read the skit aloud. Once that was finished they completed a chart where students had to use the skit to find various aspects about the Black Plague. This lesson had a positive impact on student achievement. I used the chart as an assessment for the lesson, which everyone seemed to do well with and I also had students who do not normally participating, participate. This lesson demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I was able to use my knowledge of the students and how they work in order to plan an effective lesson using various instructional strategies.
Artifact B is the lesson plan attached above that I taught on the Black Plague at the Middle school. Included in this artifact is the lesson plan and the handouts necessary for this lesson. This artifact demonstrates my knowledge in this principle because I was able to have the students complete an organizer that has them thinking critically about the problems and solutions of the Black Plague. While teaching this lesson, I had to relate the idea of the Black Plague being one of the reasons for the decline of feudalism, which was my objective for the day. The students had to go through the skit and find the various aspects of the Black Plague such as the causes, why the citizens thought it was happening, the economic effects, the “cures”, and the political effects. This artifact had a positive impact on student achievement. To assess their knowledge of the material I not only had them complete a KWL chart which was started at the beginning of the lesson as a drill, but I had them use their prior knowledge to find the political effects of the Black Plague (the political effects were not spelled out for them in the skit). Using this prior knowledge and their critical thinking skills the students were able to work together to conclude that the political effect of the Black Plague was the fact that it was a factor for the decline of feudalism in Middle Ages Europe. This artifact demonstrates the “assessing prior knowledge” aspect of the Planning-Teaching-Learning cycle because the students had to think critically to relate information from previous lessons to the lesson that is attached above to determine the political effects of the Black Plague.
In order for the teacher to plan appropriately they must know how to plan for different types of learners. INTASC principle four talks about the multiple approaches to instruction. By this they mean being able to reach both the visual and auditory learners. Not only that but to be able to reach the students who have IEPs and 504 plan as well. This can seem like a lot of work, but really once you get the general idea of it, it can become like a second nature. When teaching a lesson about the Declaration of Independence in US history in order to reach all the student’s needs, the teacher could give the students a copy to read on their own, and then find a recording that reads the document. Third before all of this the teacher could prime vocabulary that may be difficult for some students to understand.As learned in a previous secondary education course students can only learn five to seven new concepts in each class, therefore when priming vocabulary teachers need to make sure that those words are pertinent to know for the lesson. This number can be less for students who are English language learners. Another way this principle could be implemented in the classroom is when giving a project, let the students pick from a list of projects so that they can find one that best meets their needs and strengths. However teachers not only have to differentiate and use various strategies for students who are ELL, or on a 504 plan or an IEP, but they also have to plan for gifted students. In Julia Thompson's book The First-Year Teacher's Survival Guide, she says when planning for gifted students, use technology as much as possible and when assigning a project give them a loose structure and allow them to take the project where they want to. Another suggestion she makes to students is to be as flexible as possible with gifted students work (pg 388-89). Meeting the needs of all of your students and using multiple instruction strategies is important because if a teacher does not take these steps, they would only be reaching some of their students and not all of their students.
Artifact A is a lesson plan that I used at the middle school in seventh grade during my first semester of my professional year. I only taught a segment of the lesson and the included lesson plans and handouts are from that segment. This artifact shows my proficiency in this principle because I was able to use different instructional strategies to help the students understand the information that they were being taught. For example, in the beginning of the class I had a big KWL chart on the board and I gave students sticky notes so that they could write what they thought they knew about the Black Plague and what they wanted to know about the Black Plague. Once that was complete we moved into reading a skit. The students first read the skit to themselves and then I asked for volunteers and had them come to the front of the room and read the skit aloud. Once that was finished they completed a chart where students had to use the skit to find various aspects about the Black Plague. This lesson had a positive impact on student achievement. I used the chart as an assessment for the lesson, which everyone seemed to do well with and I also had students who do not normally participating, participate. This lesson demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because I was able to use my knowledge of the students and how they work in order to plan an effective lesson using various instructional strategies.
Artifact B is the lesson plan attached above that I taught on the Black Plague at the Middle school. Included in this artifact is the lesson plan and the handouts necessary for this lesson. This artifact demonstrates my knowledge in this principle because I was able to have the students complete an organizer that has them thinking critically about the problems and solutions of the Black Plague. While teaching this lesson, I had to relate the idea of the Black Plague being one of the reasons for the decline of feudalism, which was my objective for the day. The students had to go through the skit and find the various aspects of the Black Plague such as the causes, why the citizens thought it was happening, the economic effects, the “cures”, and the political effects. This artifact had a positive impact on student achievement. To assess their knowledge of the material I not only had them complete a KWL chart which was started at the beginning of the lesson as a drill, but I had them use their prior knowledge to find the political effects of the Black Plague (the political effects were not spelled out for them in the skit). Using this prior knowledge and their critical thinking skills the students were able to work together to conclude that the political effect of the Black Plague was the fact that it was a factor for the decline of feudalism in Middle Ages Europe. This artifact demonstrates the “assessing prior knowledge” aspect of the Planning-Teaching-Learning cycle because the students had to think critically to relate information from previous lessons to the lesson that is attached above to determine the political effects of the Black Plague.