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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 standard²put 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.