Artifact for Standard Three: Adapting Instruction for Individual Needs
Name of Artifact: Collaboration and Departmentalization Powerpoint
Date: February 8, 2013
Course: ED 556 Models of Instruction and Theories II
Rationale:
If teachers have an objective to teach new information, they must be aware of how students process and retain the information. The Problem-Centered Model One: The Suchman Inquiry Model would be an excellent instructional model according to the cognitive theorists. The nature of inquiry is built on asking questions and finding solutions to add to these knowledge structures. “By fine-tuning questioning strategies with insights from research, teachers can become even more effective at guiding student learning” (Northwest Regional Laboratory). This way of teaching allows students to become more metacognitive and self-regulatory. In the Inquiry Model, the learners are in charge of their own learning. If teachers of today are going to meet the needs of their diverse classrooms, they must be able to plan for a variety of instructional approaches. With the implementation of the No Child Left Behind Act (NCLB 2001) and Individuals with Disabilities Education Act of 2004, teachers must aggressively, and carefully seek research-based instruction to meet and exceed the needs of all students. I have selected this powerpoint to illustrate that I understand how students differ in their approaches to learning.
https://docs.google.com/file/d/0B8_ztO0IMDhAeXNEaFJVYm9HNVk/edit?usp=sharing
Name of Artifact: Collaboration and Departmentalization Powerpoint
Date: February 8, 2013
Course: ED 556 Models of Instruction and Theories II
Rationale:
If teachers have an objective to teach new information, they must be aware of how students process and retain the information. The Problem-Centered Model One: The Suchman Inquiry Model would be an excellent instructional model according to the cognitive theorists. The nature of inquiry is built on asking questions and finding solutions to add to these knowledge structures. “By fine-tuning questioning strategies with insights from research, teachers can become even more effective at guiding student learning” (Northwest Regional Laboratory). This way of teaching allows students to become more metacognitive and self-regulatory. In the Inquiry Model, the learners are in charge of their own learning. If teachers of today are going to meet the needs of their diverse classrooms, they must be able to plan for a variety of instructional approaches. With the implementation of the No Child Left Behind Act (NCLB 2001) and Individuals with Disabilities Education Act of 2004, teachers must aggressively, and carefully seek research-based instruction to meet and exceed the needs of all students. I have selected this powerpoint to illustrate that I understand how students differ in their approaches to learning.
https://docs.google.com/file/d/0B8_ztO0IMDhAeXNEaFJVYm9HNVk/edit?usp=sharing