Standard 10 for Seattle Pacific University's Standards For Teacher Leadership states that teacher leaders "understand effective use of research based instructional practices." The course "survey of instructional strategies was perfect for deepening my skills and understanding in this area. When reflecting during this course, I often would say that while I was using many of these strategies regularly, I now had the skills to help support others with them because I had the foundation of common language and research based reasons about why they are effective.
This course looked into various instructional strategies, many of which we demonstrated through planning or teaching lessons using these skills. I have chosen some of the instructional strategies that were learned to demonstrate my understanding in this standard:
The first instructional strategy that we demonstrated was involving students in the lesson's learning target and connecting it to previous and future lessons. Here is a video of the lesson I taught along with the lesson plans. I also have a screenshot of how I communicated my math topics to parents. This was sent out through class dojo, a website I use to communicate with parents and have students store digital portfolios. Here is a picture of the exit ticket I used to monitor whether students understood learning target. Each student completed this after meeting with me in a small group. Communicating and Engaging students in the learning target is crucial for measuring student success (Moss, Burkart, 2009).
Another set of important instructional strategies that we worked on were cooperative learning, effective cues/questioning, and advance organizers. Here are some sample clips from a writing lesson where I demonstrated these strategies. Linked are also my lesson plans, and group work samples. Much of the planning that went into these cooperative groups such as how to organize my groups and which jobs I gave my students came from Hattie's research and from his visible learning text (Hattie, 2014).
I have continued to implement these strategies in my classroom since this course, and have also had some opportunities to partner with other teachers on these. Both sharing what I have learned and co-teaching with other teachers using these strategies also helps me strengthen my teaching practices.
References:
Hattie, J. (2014). Visible learning and the science of how we learn. Place of publication not identified: Sage Publications.
Moss, C. M., & Brookart, S. M. (n.d.). Formative Feedback for Teaching. Formative Assessment: Making It Happen in the Classroom Formative Assessment: Making It Happen in the Classroom,57-78.
This course looked into various instructional strategies, many of which we demonstrated through planning or teaching lessons using these skills. I have chosen some of the instructional strategies that were learned to demonstrate my understanding in this standard:
The first instructional strategy that we demonstrated was involving students in the lesson's learning target and connecting it to previous and future lessons. Here is a video of the lesson I taught along with the lesson plans. I also have a screenshot of how I communicated my math topics to parents. This was sent out through class dojo, a website I use to communicate with parents and have students store digital portfolios. Here is a picture of the exit ticket I used to monitor whether students understood learning target. Each student completed this after meeting with me in a small group. Communicating and Engaging students in the learning target is crucial for measuring student success (Moss, Burkart, 2009).
Another set of important instructional strategies that we worked on were cooperative learning, effective cues/questioning, and advance organizers. Here are some sample clips from a writing lesson where I demonstrated these strategies. Linked are also my lesson plans, and group work samples. Much of the planning that went into these cooperative groups such as how to organize my groups and which jobs I gave my students came from Hattie's research and from his visible learning text (Hattie, 2014).
I have continued to implement these strategies in my classroom since this course, and have also had some opportunities to partner with other teachers on these. Both sharing what I have learned and co-teaching with other teachers using these strategies also helps me strengthen my teaching practices.
References:
Hattie, J. (2014). Visible learning and the science of how we learn. Place of publication not identified: Sage Publications.
Moss, C. M., & Brookart, S. M. (n.d.). Formative Feedback for Teaching. Formative Assessment: Making It Happen in the Classroom Formative Assessment: Making It Happen in the Classroom,57-78.
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