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    HTSB Standard 8

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    api-506285139
    The artifacts chosen satisfy instructional strategy standard 8. They include: (1) an email discussing differentiation of instruction into three skill-based groups, (2) notes and worksheets on orders of operations providing multiple representations, (3) KWL charts and anticipation guides to assess existing knowledge and learning, and (4) true/false response cards allowing shy students to answer nonverbally. The artifacts were designed to meet the needs of diverse learners, demonstrate student knowledge, and expand communication in the classroom.

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    HTSB Standard 8

    Uploaded by

    api-506285139
    43 views1 page
    The artifacts chosen satisfy instructional strategy standard 8. They include: (1) an email discussing differentiation of instruction into three skill-based groups, (2) notes and worksheets on orders of operations providing multiple representations, (3) KWL charts and anticipation guides to assess existing knowledge and learning, and (4) true/false response cards allowing shy students to answer nonverbally. The artifacts were designed to meet the needs of diverse learners, demonstrate student knowledge, and expand communication in the classroom.

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    htsb standard 8

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    The artifacts chosen satisfy instructional strategy standard 8. They include: (1) an email discussing differentiation of instruction into three skill-based groups, (2) notes and worksheets on orders of operations providing multiple representations, (3) KWL charts and anticipation guides to assess existing knowledge and learning, and (4) true/false response cards allowing shy students to answer nonverbally. The artifacts were designed to meet the needs of diverse learners, demonstrate student knowledge, and expand communication in the classroom.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    43 views1 page

    HTSB Standard 8

    Uploaded by

    api-506285139
    The artifacts chosen satisfy instructional strategy standard 8. They include: (1) an email discussing differentiation of instruction into three skill-based groups, (2) notes and worksheets on orders of operations providing multiple representations, (3) KWL charts and anticipation guides to assess existing knowledge and learning, and (4) true/false response cards allowing shy students to answer nonverbally. The artifacts were designed to meet the needs of diverse learners, demonstrate student knowledge, and expand communication in the classroom.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    HTSB Standard 8: Instructional Strategies – Rationale

    The artifacts that I have chosen to satisfy standard 8 are: a) instructional strategy
    collaboration email printout b) orders of operations curriculum notes and worksheets c) KWL
    coupled with anticipation worksheets and d) green and red true/false communication cards.
    Artifact a) is a printout of an email between a special education inclusion instructor, Teri Aviles,
    and I. The artifact is our communication of implementing an instructional strategy that was
    introduced at the Unified School District of San Bernardino. The method is called differentiation
    within the classroom model. This strategy allowed us to meet the needs of each student by
    allowing them to immediately self-asses their skill and confidence level and join one of three
    groups that matched their skill level. To provide a sense of Hawaiian culture, I titled the groups
    ‘ula‘ula (red), melemele (yellow), and kula/gula (gold). My students who chose the ‘ula‘ula
    group still needed step-by-step instruction to understand the material; directed by me. Students
    who chose the melemele group felt pretty good about their skills, yet needed extra practice using
    designated peer-review flash cards to increase their confidence. Lastly, students in the kula/gula
    group have mastered the material and are content working independently on challenging
    problems. As a result, the groups provide a platform to meet the needs of each learner within a
    group setting. Articles b) are two worksheets from my curriculum on orders of operations. The
    first is the class notes for the lesson and the second is a worksheet with practice problems. These
    two worksheets provide multiple models and representations of orders of operations and allow
    my students to demonstrate their knowledge and performance using their notes on the practice
    problems. Evidence c) is a combination of KWL (what you know, what you would like to know,
    and what you learned) and anticipation worksheets. These two strategies allowed me to asses my
    students’ existing knowledge regarding orders of operations, what they anticipate learning during
    the lesson, and what they actually learned at the end of the section. Moreover, they allow my
    students to expand their forms of communication through reading the text, listening to their
    peer’s expectations, and writing down their findings from the lesson. Lastly, artifacts d) are
    communication cards with the words true or false written on the front and back. These cards are
    designed to provide timid students the opportunity to answer questions nonverbally by raising
    the card with either true or false facing forward. As a result, this particular strategy gives me an
    opportunity to assess my students immediately, even those that are naturally shy and have a
    difficult time speaking up in class.

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