IPTS Standard 6 | Instructional Delivery
The competent teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.
Bell Ringers / Exit Tickets
Geometer's Sketchpad Activity
Pokemon Regression Activity
Points of Concurrency Activity
CI 402 Discourse Activity
The artifacts I chose depict a variety of instructional strategies that were used to encourage student development of critical thinking, problem solving, and performance skills. The first artifact is a document that compiles a number of bell ringers and exit tickets I used in my student teaching placements. The bell ringers are used as a warm up during the first 5 to 10 minutes of class to get students to review the topic from yesterday or get them geared for the topic at hand. Exit tickets are usually distributed at the end of class to have students reflect on the material covered, and they also give me an idea of where the class is in terms of understanding the material.The next three artifacts are worksheets coupled with engaging activities used in the classroom that utilizes various technology, such as Geometer's sketchpad, a graphing calculator to do linear regression, and wax paper to construct points of concurrency in a triangle. The 5th artifact is an assignment used in my curriculum and instruction class to evaluate and critique a discourse in the classroom.
Using a variety of activities and assessment strategies is vital for teachers to enhancing learning in the classroom and give students access to a variety of resources to do mathematics. By using powerpoints, smartboards, and other visuals, students can stay interested in the presentation and be engaged in the mathematics at hand.
Each students learns differently and has diverse learning characteristics, and teachers need to be able to modify their instructional methods, materials, and classroom environment if necessary to cater to these students.
By having multiple resources and approaches to presentation and facilitation of class material, teachers have more opportunities to cater to every student and will have the best chance of comprehending the material. By using these different instructional strategies and forms of formative and summative assessments, we can help develop critical thinking, problem solving, and performance capabilities that help students assume responsibility for identifying and using learning resources. Teachers also need to be able to know when to change their role from instructor, to facilitator, to coach, or audience in relation to the content and purposes of instruction and needs of the students.