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    Standard 4 - Instructional Strategies

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    Standard 4 - Instructional Strategies

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    api-220430004
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    standard 4 - instructional strategies

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    45 views2 pages

    Standard 4 - Instructional Strategies

    Uploaded by

    api-220430004

    Copyright:

    © All Rights Reserved
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    Standard 4 Instructional Strategies

    Title: Lesson plans from 1


    st
    grade placement and 4
    th
    grade placement
    Date: Spring 2014
    Artifact Description: This artifact consists of two lesson plans. One is from my 1
    st
    grade
    placement at Northside Elementary School and the other is from 4
    th
    grade at Parkside
    Elementary School. I completed both these placements in Monroe, WI. In 1
    st
    grade my
    cooperating teacher was Jenny Jefferson. The 1
    st
    grade lesson plan involves reading and writing
    about insects during a unit I did with the class. The fourth grade lesson plan covers reading and
    the book Sarah, Plain and Tall by Patricia MacLachlan.
    ALIGNMENT - Wisconsin Teacher Standard Alignment: This experience best aligns with
    standard four of the Wisconsin Teacher Development and Licensure Standards which states:
    The teacher understands and uses a variety of instructional strategies to encourage students
    development of critical thinking, problem solving, and performance skills . The experience
    aligns best with standard four because it demonstrates an ability to involve a variety of students
    from different age levels with two separate lessons, using different strategies. The first grade
    lesson involves partnered research through compare and contrast methods. The students were
    encouraged to think like scientists. Meanwhile, the fourth grade lesson was given to a diverse
    group of students using technological supports such as SMART board visualizations and audio
    enhancements (microphone). The fourth grade reading lesson was specifically designed to use
    guided reading groups something adjusted from a previous lesson. Each lesson uses whole
    group, partnered work, and allows for individual conferencing to elevate student learning
    outcomes.
    UW- Platteville School of Education Knowledge, Skill, Disposition Statement Alignment:
    This artifact best aligns with KSD 3.b of the UW-Platteville School of Education Knowledge,
    Skill, and Disposition statements which states: The candidates questioning techniques and
    instructional strategies are of uniformly high quality with special attention given to available
    time for student response, varied levels of questions, and adequate student involvement in the
    discussion/instructional process . This experience aligns best with this standard because in each
    lesson the teacher plans for discussion amongst the students. The students feed off of each
    others ideas to grow as a class. I also allow for time to meet with students directly, such as
    guided reading groups, to discuss questioning techniques and ensure the proper message of the
    lesson has gotten through.
    Secondary Alignment: KSD 4.d: Contributing to the School and District
    KSD 2.e: Organizing Physical Space

    REFLECTION- What I learned about teaching/learning: Through this experience I learned
    and encountered the many elements that play factors in designing coherent instruction. The
    teacher must take into account many different student needs (such as disabilities, ELL students,
    gifted/talented students, and simple transitions to keep things flowing smoothly. When the
    teacher considers a multitude of these efforts a comprehensive lesson is the result.
    What I learned about myself as a prospective educator: As a prospective educator, I have
    developed my own pace to designing lessons with multiple strategies and realize just how hard it
    can be sometimes. There is a deep desire to flood a lesson with multiple ways of presentation. In
    the end, a teacher must put forth the best ideas/strategies that take into account the desired
    learning outcomes.

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