Instructional Strategies

Based on the students in the “Class Profile” grade levels and the informational text you chose, select two of the six main instructional strategies to be utilized within the lesson plan that you began in Topic 1. Utilize strategies that facilitate the development of critical thinking and problem solving.

Provide opportunities for active inquiry, collaboration, and supportive interaction among your students within each of your lessons. Include a grouping strategy on the “Instruction” template.

With the instructional strategies included in the “I Do” section, provide a bulleted script (100-250 words) for each instructional strategy that explains what you will say and do during the lesson. The script should include 4-5 DOK questions based on your selected informational text. These questions should align with your learning objective. You may use any of the DOK questions that you have already created.

Each “I Do” entry should have corresponding “Students Do” and “Differentiation” entries. Use specific examples from the “Class Profile” to describe how the activities in the lesson would be differentiated.

Submit this template to your instructor for feedback.

GCU format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

Use The following bellow :

1. the Template attached to fill the Strategy

2 .link- http://www.corestandards.org/assets/Appendix_B.pdf (page 94)

3. Rubic as guide

4 instuction overview below-

The assignment this week asks you to label and use 2 different instructional strategies to deliver your instruction for DAY 1 of your mini-unit. Consider these types of instruction. You will need to use 2 instructional strategies for each day of instruction in your mini-unit. After viewing my Topic 5 Announcement and the website in the Course Materials titled, Instructional Strategies Online, which two strategies will you use in DAY 1 of your lesson plans this week? What about Day 2, and 3? (The strategies are listed in the Tabs at the top of the website). Here is the official list of strategies: Direct Instruction, Indirect Instruction, Collaborative Learning, Experiential Learning, Independent Study, and Interactive Instruction. Make sure you label them specifically on your template – in the “I Do” sections.

 

Day 1

1.

2.

Day 2

1.

2.

Day 3

1.

2.

How did you select the order of these instructional strategies? Make sure you are allowing for higher level thinking and less scaffolding (teacher-student assistance) by the end of the third day of your mini-unit.

Instruction

Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title:
Learning Objective:
Standard:
Informational Text: What is the title and author of the informational text you have selected?
Grouping:	Identify grouping strategies that will support your students’ learning needs.

 

II. Instruction
A. Opening
Prior Knowledge Connection:	Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives.
Anticipatory Set:	Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do	Students Do	Differentiation
“I Do” instructional procedures should include: The Instructional strategies (2) you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment.	“Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list.	Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do?

 

 

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