Melissa Adams

STANDARD 6 – Instructional Delivery: The teacher understands and uses a variety of

instructional strategies to encourage students’ development of critical thinking, problem

solving, and performance skills.

1. Write a paragraph explaining your knowledge and understanding of the standard—put the

standard into your own words.

A teacher needs to be aware of the different ways students learn. That in order to get them to

think critically or to solve problems on their own they will need information from different

directions. Some students will learn from pictures, some learn from reading, and some from

listening and it is the teachers’ responsibility to accommodate for these in the lesson.

Instructional delivery also relates to using something other than the textbook to teach students

and to see how they learn with different models.

2. Explain how the artifact you chose demonstrates your understanding and application of the

standard.

The artifact is a lesson I produced for an ESL social studies class. The lesson has higher-order

questions that cause the students to step back and think differently about the content they are

learning. It forces them to think critically to find an answer deeper than yes or no and pushes

them to find resources and make sense of what they learn and know to find the answer. There are

also many activities and teaching strategies included in the lesson. This allows every student the

opportunity to learn the content in the area that is their strongest. The lesson also has the

students work alone and in groups so they are learning from each other and learning how to work

on their own.
3. A If the artifact has been used in your practice, reflect on how your teaching will change in

the future to further meet the standard.

B. If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how

your teaching will be impacted by the assignment.

I think this artifact will enhance my range in teaching. It will allow me to see if my students can

handle this type of activity or not. The lesson provides great learning opportunities and does not

use the textbook unless the students need to look up definitions. I think this will help those

students who do not learn from books but instead from hands on activities or listening. It will

also generate conversation and understanding based on the higher order questions. They produce

meaning and reason instead of textbook questions that just check for understanding. With the

higher-order questions students can find answers within themselves and not in a book and then

apply it to the activities they are working on.

4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a

Diverse Society as a result of satisfactorily meeting the standard.

Having the higher-order questions and the hands on activities I think levels the playing field for

all students to learn even minority students. This way they are all learning from the teacher

instead of reading out of a book and they are all doing activities which are sometimes easier for

children. I also think it is good to use this type of lesson in a diverse society because of the group

activity. It gives the students a chance to interact with students different from themselves and

learn from them or learn to help them along. Doing seat work individually the students don’t get

a chance to work with or interact with diverse students so placing them in groups provides this

exposure.