Professional Practice Standard 3: Instructional Delivery
The purpose of Virginia’s Instructional Delivery Standard is to ensure that a teacher works with students in order to advance their overall education. Moreover, the goal of this standard is for teachers to tailor instructional delivery to meet students at their present respective levels. The ultimate objective of the Instructional Delivery Standard is for both teacher and student to be equal partners in effective, authentic, enduring learning.
A teacher can complete such instructional delivery by:
Active Learning:
Active learning means that students have a stake in their own education and a partnership with teachers to facilitate such learning. When active learning takes place, students recognize the relevance and authenticity of the instruction. By knowing one’s students and treating them as partners in the learning process, and by implementing instructional activities that draw on these students’ interests, the teacher is able to engage and maintain students in active learning.
Please click here to view a note-taking chart students used during a jigsaw activity on different characters’ mantras in George Orwell’s novel Animal Farm. Here is another example of active learning wherein student annotate the short story “Marigolds” to monitor their comprehension then track the story’s tone, mood, and their prediction through an exit ticket.
Reinforcing Learning Goals:
This method allows students ample and varying opportunities throughout the lesson to be able to grasp the specific concept and/or skill at hand. Such opportunities can be in the form of direct teaching, modeling, guided practice, and/or independent practice. The strongest lessons with the greatest reinforcement will contain all four types. Another important feature of this method is reinforcement through questions that are central to the lesson. These can be teacher or student generated, as shown in the artifacts I’ve included below.
Here are two exit tickets I have used to reinforce and check for understanding of knowledge and/or skills used throughout a lesson. One exit ticket is from a unit on Animal Farm, while the second exit ticket is from a unit reviewing parts of speech.
Variety of Strategies and Resources:
Using a variety of effective instructional strategies and resources requires that the teacher possesses an arsenal of strategies, have access to a wide range of current resources, and, finally, be able to implement ideas from both of these in the classroom so that they best advance each student’s learning. Consistently using a wide variety of strategies will connect and resonate with learners who have different learning modalities, learning styles, and learning capacities, i.e. with all students as opposed to only a few
Please click here to view a tic-tac-toe choice board students use to work with and study new vocabulary words.
Thesis:
Please click here to access my paper on this professional practice standard as part of my thesis for my MAT degree from Hollins University.