FEAP 3: Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
3a. Deliver engaging and challenging lessons.
3b. Deepen and enrich student's understanding through content area literacy strategies, verbalization of thought, and application of subject matter.
3c. Identify gaps in students' subject matter knowledge.
3e. Relate and integrate the subject matter with other disciplines and life experiences.
3d. Modify instruction to respond to preconceptions or misconceptions.
3f. Employ higher-order questioning techniques.
3g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students.
3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.
3j. Utilize student's feedback to monitor instructional needs and to adjust instruction.
Students are engaged in learning how to use measuring tools, such as yardsticks, measuring tape and standard ruler. Students were able to choose the item of their choice to measure and what tool to use. They had to work as group to decide the best tool to use.
The graphs included are based on a pre and posttest from Women in Courage lesson. The pre-test was used to see where the students need more instruction before retaking the test.
A varied of instructional was provided for students while learning about soil. Students watched a short video on Brain Pop Jr about soil, read a story on soil, practiced the levels of soils on a worksheet, and then finally planted a plant in soil and observed it has it grown.
After a whole group math lesson on three digit numbers, students break into small groups. Students work on breaking apart a three digit number. Teacher monitors student closely to check for understanding from whole group math.
Students are eager to read their AR books and take their AR test after implementing the "AR bell". The students love ringing the bell so that the whole class knows they earned a 100% on their AR test.
The majority of the students in the class have an IEP requiring they receive small group instruction. The pictures below represent how I meet their need by having small group of 3-4 students at my table for instruction.
Students practice handwriting skills in almost all subjects. When completing thinking maps, students' are reminded to hold pencil correctly and to form each letter neatly. In the picture in the right, the student is focused on forming each letter carefully on her thinking map of the weekly spelling words.
Literature circles incorporate many reading strategies. Allow students to share their thoughts and to make real world connections through the reading. The picture on the left shows the students round robin reading and the image on the right shows the packet the students completed regarding the story.
While learning about plants life cycle, students planted seeds and record the growth of their plants over a two week period. Students recorded when the plant was watered and drew a picture.
The picture on the right is an example of how the students are challenged by higher-order questions. After reading two versions of Goldilocks and the Three Bears, students completed a double bubble map as a group, comparing and contrast the stories.
Providing students feedback as soon as possible is critical for the students progress. When checking the student's homework from the night before, I always address any missed problems and have the student sit with me to figure out where they went wrong and how to complete the problem correctly.