Jenny K. Poepoe



Standard 8: Instructional StrategiesStandard #8: Instructional StrategiesThe 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.Performance Criteria for Standard 8: Instructional Strategies8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.8(b) The teacher continuously monitors students learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.8(e) The teacher provides multiple models and representation of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of produces and performances.8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).Standard 8: Instructional Strategies Evidence 1: Daily Life Skill: Learning how to brush one’s teethSetting:Fully Self-Contained Classroom (FSC)Participants:1 student: 1 boyHawai`i Early Learning and Development Standards (HELDS) Addressed:Preschool PHM.KE.k.—Manage routines, i.e., dressing self, using toilet alone, using utensils.Preschool PHM.KE.l—Identify and attend to personal hygiene mon Core State Standards (CCSS) Addressed:None Available.Standard 8: Instructional Strategies Evidence 1:The first piece of evidence for meeting Standard 8 is following a student’s Individualized Educational Program (IEP), which requires the Special Education teacher to help a first grader meet one of his learning goals and that is by helping the student learn how to properly brush his teeth. To help the teacher with this goal, the teacher will be using a graphic organizer chart “Brushing Teeth” that will be posted above the classroom sink. The brushing teeth graphic organizer chart is a simple five step process to help the first grader to visually see how to brush his teeth appropriately. Therefore, utilizing the graphic organizer chart, “Brushing Teeth” will be one way to help the first grade student learn the correct process of brushing his teeth. Standard 8: Instructional Strategies Reflection 1:Standard 8(a) states that, “The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.” I believe that posting a graphic organizer chart that lists the steps of how to brush one’s teeth is an appropriate strategy and useful resource to have in order to help Student1 and teacher accomplish their goals. Because of this I believe I am meeting Standard 8.Having a visual graphic organizer chart that lists the step of how to brush one’s teeth is important. It is most important that the chart is visually posted at an eye level, so that the student is able to see the chart clearly in order to see each step, so that the student can perform the proper techniques as accordingly. It is also beneficial that the teacher models for the student by following the same chart, so that the student feels comfortable and at ease as he is learning and practicing how to brush his teeth. The teacher can also include other students from the class to help with this process as well. By having other students from the class will encourage Student1 to be more comfortable at brushing his teeth and to know that brushing his teeth is very important for him to do.Student1 is in the beginning process of learning how to brush his teeth. This process of helping Student1 brush his teeth is challenging because he lacks the essential fine motor skills that was never taught to him or how to basically brush his teeth. However, Student1 has come a long way since school has started; he is showing improvements day by day. Eventually with the help of his teacher and his classmates will only help Student1 become better at brushing his teeth. Overall, this daily life skill of learning how to brush one’s teeth is important for everyone to do. By using the graphic organizer chart “Brushing Teeth” along with example models such as classmates and teacher, Student1 will definitely meet his goal of properly brushing his teeth in no time, so that he can do it at home twice a day. Teacher Evidence 1: Graphic OrganizerHere is a picture of the graphic organizer chart to help a first grader learn how to brush his teeth. According to the chart there are 5 steps the student is to follow by. The goal is to have the student match the cutout square picture with the picture on the paper. The student will match the picture one at a time according to each step he finishes from one through five. The student needs to accomplish this 100 percent of the time.Standard #8: Instructional StrategiesThe 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.Performance Criteria for Standard 8: Instructional Strategies8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.8(b) The teacher continuously monitors students learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.8(e) The teacher provides multiple models and representation of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of produces and performances.8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).Standard 8: Instructional Strategies Evidence 2: Language Arts: Learning about unique animals that hold the world records for their attributes.Setting:Fully Self-Contained Classroom (FSC)Participants:4 Students: 3 boys and 1 girlHawai`i Early Learning and Development Standards (HELDS) Addressed:Preschool HELDS.LA.KE.i—Identify characters and recall major events in a mon Core State Standards (CCSS) Addressed:Kindergarten CCSS.K.RL.2.—With prompting and support, retell familiar stories, including key details.Fifth Grade CCSS.5RI.2—Determine two or more main ideals of a text and explain how they are supported by key details; summarize the text.Sixth Grade CCSS.6.RL.2—Determine a theme or central idea of a text and how it conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.Standard 8: Instructional Strategies Evidence 2:The second piece of evidence for meeting Standard 8: Instructional Strategies is using a variety of ranges to help students learn about the animals that hold the world’s record for their unique attributes. From the book called Biggest, Strongest, Fastest by Steve Jenkins students are learning all about the different and unique attributes of 14 different types of animals that hold the world’s record for their unique abilities. Along with the book, the teacher uses other tools to help her students’ understand the uniqueness of each animal. The teacher incorporates technology by using the laptop to connect to the internet, which the laptop is then connected to the television screen so that all the students’ can see on a bigger screen. The teacher also incorporates art into the lesson to help the students’ better understand the animal by having them draw the animal in their journal book, then the teacher fun art activity where have students’ learn how to create the animal they have learned about.Standard 8: Instructional Strategies Reflection 2:Standard 8(g) states that, “The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.” I believe by using different tools such as utilizing a non-fictional literature book, laptop, internet, television, and various forms of art work into the lesson plan will help all diverse learners understand the concept better, thereby I believe I am meeting Standard 8: Instructional Strategies.Having the tools that is necessary to make the lesson plan go smoothly is a plus and a must need to have. Using my own personal laptop to connect with the schools Wi-Fi connection allows me to navigate the world wide web to search for video clips of animals to support what the students are learning about. For example, the students were able to watch video clippings from the National Geographic animal website to help them learn about the unique animals they are learning about from Steve Jenkins book, Biggest, Strongest, Fastest animals. It is also necessary to have other school supplies at hand such as water color paints, scissors, glues, construction paper, and etc. Other supplies that are not available were purchased from the store such as paper plates, arts and craft glue, etc. Thus, having the necessary tools at hand is very important to have because it makes the lesson(s) more enjoyable, more interesting, and more exciting has it engages all learners learning abilities and styles to understand what they are learning about.Teacher Evidence 2: Using Technology and other Learning tools in the Lesson Here is the work station the students’ and I work on.Here is a picture of the students’ watching a National Geographic video clipping using the laptop to connect to the internet and shown onto the wide television screen.Here is a picture of the students drawing of an African Elephant in their journal book.Here is a picture of the students’ art work of making a spider using their hands and making a spider out of Styrofoam balls.Here is another picture of the students’ art work of making a Galapagos tortoise. ................
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