Harmony Turner
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Overview of Standard
My overall understanding of Standard 8, is as follows: The teacher must have, and know how to utilize and manipulate, his/her teaching tool belt, in order to foster critical skill development, and content knowledge, as well as maintain a curious mindset to approach instruction, and resources, with a keen eye for purpose, quality, effectiveness, and connection to who he/she is teaching. The teacher must hold the opportunity for students to play various roles, with respect to instruction, to the same high value he/she holds for his/her own versatile role in instruction. There must be room for students to engage in communication that transcends typical “listen and repeat” methodology, and instead, stimulates eclectic interactions, through multiple modes of communication, priming a deeper student understanding, and know-how, for what it means to communicate.The necessary adaptation, flexibility, and exploration that comes with integrating technology, meeting the needs of diverse learners, and engaging students in higher order questioning and problem solving, is something the teacher must be committed to, as well as open to. Lastly, the teacher looks at all instructional strategies, knowing the learning goals associated, and makes appropriate shifts in approach, in order to differentiate in the classroom, including content and knowledge representations.
Artifact #1:
Whale Origami
In a recent arts-integrated lesson, I was able to teach various content and social skills, through the use of both technology and art. During my solo teaching, our study (to include aspects of literacy, math, social studies, and science) encompassed four animals of Hawaii, one of which was the whale. Building upon this theme, I wanted to support the content and skill development of my students, with regards to two specific things: positive social relationships, and discovering the meaning/purpose behind a story, through an integrated art/math approach. The first step, was to read the story “Amos and Boris.” This story depicts friendship, as well as highlights unique characteristics of whales. After we read the story, we had an open discussion about what the story might have been about. Luckily, one student immediately proclaimed: friendship! We then had to work together, in order to make a whale using origami technique. Students helped one another with the folding, and encouraged each of their peers, as they moved through the creative process. This experience, lesson plan, and resulting products, further demonstrate my understanding of the power that can come from including media and technology in a lesson (the book was projected onto the white board), as well as my ability to foresee the quality, accuracy, and effectiveness in the resources I chose to share, as well as how I knew that completing the connected craft would be telling with respect to students' cooperation skills, and embodiment of respect. Below is a picture of some of the students' whale crafts.
Artifact #2:
TinkerCad
Descriptor: 8(o): The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
Descriptor: 8(r) The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.
In support of this descriptor, I have chosen to include a photo, taken of students working on a TinkerCad presentation. In collaboration with a 1st grade parent, who is particularly savvy in using a 3D printer, I have managed to start a student accessible account, so that the Kindergarteners can explore this design program. In staying true to our unit of study (ocean animals), students worked in their Center groupings, to explore, design, adapt, and manipulate a pre-programmed animal: Hawaiian monk seal, Honu, shark, or humpback whale. Prior to the students working with this program, I involved them in a voting activity, where they had to come to an agreement on which animal they would use. With the success of this, we were able to decide as a class, which 4 animal programs would be used in the students' final 3D prints. The school I am placed at is also committed to exploring new technologies in order to further the growth and development of student learning; part of this has incorporated using the 3D printers, and interweaving Design Thinking (DT) into curriculum and lessons. As a teacher at this school, and in aims to provide continued evidence of approaching the inTASC standards, I believe my participation in this 3D printing program (TinkerCad) reflects my own commitment to new and developing technologies in the classroom, as well as my understanding of their role in the excelling of student learning and achievement.
Center group working together and taking turns designing animal.
Student additions to program.