Instructional Strategy Justification Paper

What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)

[Prompt the students to think about the learning skills they will need to use to successfully complete this lesson. Ask them to strategize about how to address the material specific to this lesson,

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

By doing so the students will gain a better understanding of how to use the strategy and can also help one another out.

Performance Activity 21: Planning a second mini lesson impacts student learning by how I will teach students how to write a persuasive, opinion-based paragraph. As the preclinical student, I will use the students’ IEP goals, objectives, and use the accommodation list to help me differentiate instruction centered around students’ needs. If I do not consider the students’ needs, the lesson will not be meaningful, nor impactful, because the lesson will not benefit students, if it not in accordance to students’ needs. Ms. Boerema told me the students will need guided support throughout the lesson and I will use graphic organizers and use an example template to use for students to have visual aids, and can refer back to the class example. By providing

The lesson was effective and showed student learning by seeing their responses. The students’ ability was measured by the questions they answered correctly. It showed the students learned the content circle time taught. After circle time, all of the students left and another student arrived. He was given some free time. Another boy arrived a little after and I worked with him to create a giant fire truck puzzle. I used this time to get to know the boy better and work on some speech with him. When the students came back from encore, Miss. H had them complete a Johnny Appleseed worksheet. I walked around and discussed apple facts. It was neat seeing what each of the students had to contribute. Miss. H and I utilized questioning and discussion techniques (Domain 3B) to assist the students in higher order thinking processes. The class then split into two groups, where they worked on vocabulary and grouping vocabulary. Upon completing groups, the students went to homeroom for social studies. The students then had lunch and recess. Mr. Altman, the assistant teacher, had everyone sit down after recess. He read to them a chapter from Diary of a Wimpy Kid.

As teachers, it is important to front-load the information.  When you do this, students are better prepared to engage in the conversations of the classroom, and be able to answer questions regarding the topic.  The ultimate result is that your needier students to feel successful.  Being flexible with your lesson plans is important, especially after gathering information from your classroom and having a firm understanding of what your students know.  Having this information provides you with a clue as to what you need to spend time on, things that you can quickly touch on, how to group your students, what organizers you may need or word banks that you can use.  If you find that some students are knowledgeable on the topic, they can be used as the teacher experts in the classrooms.  The final part of this Action Step is to do a post-assessment.  At this time you can ask the same questions as before or have them write 3 things they learned on a sticky note as an exit slip.  Teachers can use these assessments to help students who continue to struggle, pinpoint students who learn in a different way, or even find students who have already mastered the objective and may be ready to be

To implement new ideas into my classroom, I will discuss my own ideas with older, more experienced teachers. This will allow me to

Including the student in the preparation of a lesson is a strategy in making that lesson

Today we went to ST math before PE and I noticed something interesting. Most of the children were on the same lesson and had the same trouble. They all were having trouble with less than, equal to and more then. In the program there were blocks on each side and the child had to either take some away or add some to make them equal. I helped mean children with this lesson and each time I found new ways to help them. I showered a few ways with counting on my fingers and others by connecting it to a math problem. They mostly all understood it better with the visual. This was a good learning experience for me and showed me how differently the kids learn. Next time I want to find different ways to explain how to do the lesson. I could maybe relate it to something they know or draw some pictures.

What is your inquiry question and how does it relate to the improved learning of your students?

Heinich and his colleagues (2002 ) says that there are four main parts to write an well formed Instructional Objectives. The four parts are also called as ABCD of writing instructional objective. These ABCD are as below,[15]

Finally there were a few ideas that “changed my thinking in a meaningful way” that i can apply right away. I think that it is important to create a positive learning environment, and help children think addcordenly. One tip that i really like that will help me achieve this goal, is to have students write “three good things that happened each day for a week”. I think this will help students have a positive mindset and focus on the good more than the bad. Another point that i took away

In this setting a student who has questions on various parts of the lesson will have a much harder time getting that personal attention to answer their question, which in turn leads to hours of frustration while trying to complete the homework assignment or an incomplete homework.

You can include an example right now if you'd like to, but I usually leave that for later, when I'm focusing on more communicative tasks and meaning-based activities. This is simply a short segment of the class. You'll be able to see from the students' answer paddles how many of them know the answers. You'll be able to find the students' weak spots as well as their strong spots, so you'll know what you need to focus on in the future.