InTASC Standard 8 – Instructional Strategies, states that teachers should use a variety of methods in their instruction in order to meet the needs of all their students. Being able to constantly refine and adapt one’s teaching strategies is important to being a functional teacher because it keeps students interested in material and content. Flexibility and a willingness to try new methods are important while developing instructional strategies because the result will be more relevant and engrossing lessons to students. Three of the most effective instructional strategies are incorporating student Interests and prior knowledge in lesson plans, integrating technology in the classroom, and utilizing small group rotations.
Incorporation of Prior Knowledge and Interests
Utilizing known differences and contexts that are relevant to students helps me to plan instruction that will be interesting and meaningful to students. One way I can incorporate student interests is with a morning “QOD” or “Question of the Day”. The question of the day ranges in topics from “What are your plans this weekend?” to “Do you think aliens exist?”. I use the responses from students to engage in conversations that enable me to get to know them better and find ways to tie their real-life connections and thoughts to the instruction of content. Other questions like “What is your favorite ice cream flavor?” are great segways for math content, as data from the classroom gets students more invested in the data and graphing when it involves their own opinions.
Click the link below to see an example of a question of the day from my time in student teaching:
Integration of Technology
Technology is an unavoidable aspect of students’ lives both outside and inside the classroom, so it is important to embrace this element of the 21st-century classroom. Incorporating technology appropriately in the classroom can help provide students with resources and information quickly. Using technology in the classroom also prepares students for many 21st-century jobs that await them in the future. One way to appropriately connect technology with content without making it distracting is by requiring non-tech elements for students to complete before moving on to the technological component. For example, I made a unit where the culminating assessment was to create a Minecraft building. Before students could build their Minecraft building on the computer though, they first had to map it out on grid paper showing measurements for perimeter (P), area (A), and volume. This made sure that students were using technology with a particular goal and expectations in mind.
Use the link below to see the Minecraft Project end result:
Small-Group Instruction
Whether the subject is math or language arts, using small groups is an instructional strategy that can support better classroom management, and student behavior, and allows for the teacher to connect with each student more personally. Teachers can use increased one-on-one time with students to gain a better understanding of students’ varying thought processes, understandings, and backgrounds/interests. Dividing students into small groups for rotations is also beneficial in that it allows for students to be grouped by academic level, allowing the teacher to provide differentiated lessons more effectively and fluently. I utilize small groups in math, with students being divided by skill level, to make my lessons as effective as possible. When my students are grouped by skill level I am better able to offer differentiation to my students that need it. This strategy also allows for groups to go more smoothly, as students grouped by skill level will move at similar paces.