Reflective Statement for IPTS 6 Brittany Granquist

Artifact: Everyday Math Lesson Plan

PTS 6. Instructional Delivery: The competent teacher understands and uses a

variety of instructional strategies to encourage students’ development of
critical thinking, problem solving, and performance skills.

1. Write a paragraph explaining your knowledge and understanding of the

standard-put the

standard in your own words.

I think that this standard wants me to recognize the importance in utilizing a variety of

instructional strategies to best support students’ academic development, high-order thinking

skills, and problem solving skills. Competent teachers will use multiple teaching and learning

strategies to engage students, and will evaluate which strategy is most appropriate for achieving

different instructional purposes and meeting students’ needs and academic goals. In addition,

educators will adapt the general curriculum so that it integrates subject areas and reflects real

life. I believe that the most important aspects to take away from this standard are that instruction

needs to be consistently changing according to learner feedback and that the educator must vary

styles and roles so to provide students with a wide range of explanations and representations of

concepts.

2. Explain how the artifact you chose demonstrates your understanding and
application of the

standard.

The artifact I chose that demonstrates my understanding and application of the standard is a

lesson plan I developed for one specific day of my DRA level 28 reading group. The lesson plan
is the fourth day of the weeklong instruction period for the nonfiction book “Street Action.” I

developed the lesson plan using Bloom’s Taxonomy to guide my questioning to ensure that

students were utilizing critical thinking skills and problem skills when creating their posters. The

task of manipulating the information from the narrative to a set of instructions requires both of

these skills and students need guidance from the teacher in order to exceed their expectations. In

this context of this lesson, I assumed the role of the “instructor, coach [and] audience in relation

to the content and purpose of instruction and the needs of the students.” I needed to instruct in

the beginning of the lesson and instruct them of my expectations, but in the context of group

work, I needed to act as a coach that encouraged engagement in the lesson, and an audience

member in listening to their thinking, communication and presentations. I believe that the

planning and delivering of this instruction also indicates my ability to “develop [a] curriculum

that will reflect life and career experiences” in that students are manipulating information to help

others.

3. A If the artifact has been used in your practice, reflect on how your
teaching will change in

the future to further meet the standard.

B. If the artifact has not been used in your practice, i.e., a class
assignment, reflect upon how

your teaching will be impacted by the assignment.

The artifact has been used in my practice, but my teaching will continue to change in order to

further meet the needs of the standard. I believe that in using Bloom’s Taxonomy to develop

questioning and the bases for discussion, I will be able to help students advance in their abilities

to think critically and solve problems. I will be able to adjust questioning based on students
academic level and use the model to guide my instruction toward the attainment of students’

individual learning objectives. I will continue to use project-based assignments and tasks to

integrate content and engage students.

4. Conclude with a paragraph discussing how you are more prepared to

Teach and Learn in a

Diverse Society as a result of satisfactorily meeting the standard.

From having satisfactorily meeting the standard, I am better prepared to teach and learn in a

diverse society. Each student comes to school with different personal and academic backgrounds

and specific styles and environments in which they learn best. Creating lesson plans that cater to

the varying needs of my students has allowed me to practice ways in which I can ensure that my

students needs are being met and that my instruction is achieving individual learning objectives I

have for my students.