Standard #4: Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.
Using a variety of instructional strategies is important when lesson planning and teaching in order to make sure that all students can participate successfully and make their thinking visible. It is important that teachers use a variety of strategies and technologies to adapt the curriculum and accommodate individual students’ needs.
The material that I chose to represent standard #4 was a weather lesson on using and reading a thermometer in my first grade general education placement at Dutch Neck Elementary School. In the lesson, the students used a thermometer to measure the temperature of hot, cold, and room temperature water. We then went outside to put the thermometers in the snow on the ground and read the temperature of snow. This lesson was very hands on and allowed all the learners to be involved and explore using a thermometer and watching the temperature change from one degree to another depending on what it was measuring. The students were able to use standard and digital thermometers to read the temperature of the water and snow. They also watched a BrainPOP video on temperature.
This lesson allowed children with a variety of learning styles to interact and build an understanding of how to use a thermometer and what temperature means. Kinesthetic learners were able to manipulate the thermometers for a hands-on experience, visual learners were able to watch the temperature rise and fall, and auditory learners were able to listen to the information presented in the BrainPOP video. Through engaging discussion about the temperature changes, students were able to draw conclusions based on the evidence they were observing during the experiment. Once we tested the different water temperatures, we went outside to apply the concepts we developed to predict what would happen when putting the thermometer in the snow. The students were very engaged in this lesson and it was obvious that they connected to the lesson through their excitement and deep understanding during conversation.
InTASC Standard #4 addresses the need for educators to use a variety of instructional strategies to encourage student development. Through this lesson I was able to see how beneficial it is to provide students with the different strategies while teaching because of the deep connection that they created through exploration. This lesson made using a thermometer and measuring temperature more concrete for students and they were able to apply their understanding in real life situations.
The material that I chose to represent standard #4 was a weather lesson on using and reading a thermometer in my first grade general education placement at Dutch Neck Elementary School. In the lesson, the students used a thermometer to measure the temperature of hot, cold, and room temperature water. We then went outside to put the thermometers in the snow on the ground and read the temperature of snow. This lesson was very hands on and allowed all the learners to be involved and explore using a thermometer and watching the temperature change from one degree to another depending on what it was measuring. The students were able to use standard and digital thermometers to read the temperature of the water and snow. They also watched a BrainPOP video on temperature.
This lesson allowed children with a variety of learning styles to interact and build an understanding of how to use a thermometer and what temperature means. Kinesthetic learners were able to manipulate the thermometers for a hands-on experience, visual learners were able to watch the temperature rise and fall, and auditory learners were able to listen to the information presented in the BrainPOP video. Through engaging discussion about the temperature changes, students were able to draw conclusions based on the evidence they were observing during the experiment. Once we tested the different water temperatures, we went outside to apply the concepts we developed to predict what would happen when putting the thermometer in the snow. The students were very engaged in this lesson and it was obvious that they connected to the lesson through their excitement and deep understanding during conversation.
InTASC Standard #4 addresses the need for educators to use a variety of instructional strategies to encourage student development. Through this lesson I was able to see how beneficial it is to provide students with the different strategies while teaching because of the deep connection that they created through exploration. This lesson made using a thermometer and measuring temperature more concrete for students and they were able to apply their understanding in real life situations.