Natasha's ePortfolio

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  2. PSP Philosophy
  3. Subject Matter Knowledge
  4. Child Development
  5. Diversity of Learners
  6. Instructional Strategies
  7. Learning Environment
  8. Communication
  9. Planning Instruction
  10. Assessment
  11. Technology
  12. Self-Reflection/Professional Development
  13. Community Involvement
Home > Instructional Strategies

Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Standard: 1. Case Teacher Licensure Mission: The mission of the Case educator preparation unit is to prepare Proactive Scholar-Practitioners who demonstrate thorough content and pedagogical knowledge; skill in instructional planning, delivery, and assessment; and dispositions consistent with the principles of commitment, collaboration, and creativity. We define Proactive Scholar-Practitioners as educators who, upon entering the teaching profession, demonstrate through their performance in instructional contexts:
Indicator: thorough understanding of content in their field, of child and adolescent development and diversity, of principles of learning and teaching, and of evidence-based teaching practices specific to their field (Scholar)
Indicator: superior skill in creating optimal learning environments, in assessing and monitoring individual student performance and instructional effectiveness, in adapting instruction to accommodate changing student performance including effective application of technology, and in communicating effectively and working collaboratively with students, families, and co-workers (Practitioner)
Standard: 2. Case Teacher Licensure Vision: We envision the preparation of Proactive Scholar-Practitioners characterized not only by superior content and pedagogical knowledge, superior performance as practitioners of their respective disciplines and in the instructional application of that discipline, but also by dispositions consistent with the shared mission of Case and the educator preparation unit. These dispositions include:
Indicator: belief that all children and youth can learn, in the creative potential of all children and youth, and in the power of effective instruction to engage and foster that potential
OH- Ohio Standards for the Teaching Professions
Standard: Standard #4: Instruction Teachers plan and deliver effective instruction that advances the learning of each individual student.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 4: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Area 4.20 : Dispositions
Standard 4.21: The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.
Standard 4.22: The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas and needs.
Standard 4.23 : The teacher values the use of educational technology in the teaching and learning process.
Area 4.30 : Performances
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Standard 4.31: The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests).
Standard 4.32: The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help student assume responsibility for identifying and using learning resources.
Standard 4.33: The teacher constantly monitors and adjusts strategies in response to learner feedback.
Standard 4.34: The teacher varies his or 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 students.
Standard 4.35: The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical thinking.
USA- Praxis II
Test Names: Test Names
Licensure Area: Music K-12
Test 0113: Music: Content Knowledge (contains listening section)
Content Category IV: Music Learning, K-12
USA- Praxis II Principles of Learning
Test: Principles of Learning & Teaching: Grades 7-12
Category: II. Instruction and Assessment
Topic: A. Instructional Strategies
Detail: 1. Major cognitive processes associated with student learning
Detail: 2. Major categories, advantages, and appropriate uses of instructional strategies
Detail: 3. Principles, techniques, and methods associated with major instructional strategies
Detail: 4. Methods for enhancing student learning through the use of a variety of resources and materials
USA-Praxis III/Pathwise Teacher Performance Criteria
Copyright ©2003 Educational Testing Service. Used with permission of ETS. Also see Danielson, Charlotte (1996) "Enhancing Professional Practice: A Framework for Teaching" Alexandria, VA: ASCD.
Domain: Domain A - Organizing Content Knowledge for Student Learning
Criterion A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resource that are appropriate for the students and that are aligned with the goals of the lesson
Domain: Domain C- Teaching for Student Learning
Criterion C1: Making learning goals and instructional procedures clear to students
Criterion C2: Making content comprehensible to students
Criterion C3: Encouraging students to extend their thinking
Criterion C4: monitoring students' understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands
Criterion C5: Using instructional time effectively

**Delete the prompt text below prior to entering your personal reflection and artifacts**



Reflection on the Learning Outcome
Use this area to reflect on your development as a teacher in relation to this outcome. What is your current understanding of this outcome? How have you grown and developed in relation to this outcome? What are your strengths? What are weaker areas that you need to continue developing? How do you plan to strengthen weaker areas? Why is this outcome important to your future success as a teacher?


Artifacts
Webfolio artifacts are "tangible evidence that indicate the attainment of knowledge and skills and the ability to apply understandings to complex tasks" (Campbell, Melenyzer, Nettles, & Wyman, 2000, p. 147). Artifacts, which may be in text, graphical, audio, or video formats, assist an assessor who is viewing your webfolio in understanding your present level of proficiency in relation to an outcome. Most artifacts in your webfolio will be developed as a part of courses, field experiences, and during student teaching. However, artifacts may exist from other situations in which you've developed knowledge, skills, and dispositions that relate to the Case Program Outcomes for Teacher Licensure students. Certain outcomes may have specific required artifacts (ask your Professors), but other student-selected artifacts can always be included in addition to those that are required.

To attach artifacts that provide evidence of your level of proficiency in this outcome, please do the following:

  1. Click the Edit button in the upper right hand corner of this template page. A new window will pop open in your web browser.

  2. Across the top of the new window will be a series of tabs. Click on the Attachments tab.

  3. In the attachments dialog box, provide a name for your artifact that is descriptive of it (WHAT is it?). Place the name in the Name file space.

  4. Next, reflect on how the artifact provides evidence for what you learned and how this leads to meeting the outcome (this answers the question SO WHAT?). This reflection should be approximately 2-3 paragraphs in length. You can type this directly into the Describe file area, or you may wish to compose it in a word-processing document and then copy and paste it into the Describe file area.

  5. Click the Choose File (Select file) button, browse your computer to find the file (artifact) you want to attach to this outcome, and choose it.

  6. In the bottom, right portion of the window, check your spelling (with the Spell Check button) and then click the Add File button to attach the artifact to this outcome.


References
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R. M. (2000). How to develop a professional portfolio. Boston: Pearson Allyn and Bacon.
Author: Natasha Marsalli
Last modified: 4/28/2009 8:30 PM (EST)