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Assessment Description

Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student engagement, while also meeting the diverse needs of students. Instructional strategies come in varying forms, ranging from direct instruction provided by the teacher to student-centered approaches like collaborative work groups amongst students. While many instructional strategies can be utilized across content areas, some instructional strategies may be more appropriate than others based on the standard and learning objective of a lesson.

Complete the “Instructional Strategies Chart” to describe teacher-centered and student-centered instructional strategies, align instructional practices, and reflect.

Part 1: Examining Instructional Strategies

Describe the defining characteristics and examples of each instructional strategy (50-75 words per strategy) related to direct instruction, concept attainment, inquiry, and cooperative learning. Research two additional instructional strategies of your choice.

Part 2: Aligning Instructional Strategies

Copy and paste your grade level, state standard, and learning objective from Part 2 of the Topic 1 Learning Objectives and Standard Alignment assignment into the chart.

Provide three examples of instructional strategies that effectively support students in achieving the established learning objective and a brief justification of the alignment (75-100 words per example).

Part 3: Video Reflection

Using the topic Resources and your own research, record a 3-5 minute video reflecting on the following:

· Summary of your findings in your examination of instructional strategies, including which approaches and strategies most resonate with you.

· Explanation of how instructional strategies relate to learning theories (e.g., behaviorism, cognitivism) and include at least two specific examples. Include a discussion on why pedagogical knowledge of theories and research on effective teaching are beneficial, regardless of the content area you plan to teach.

· Description of instructional strategies that you can incorporate into your future professional practice to enhance student achievement, improve critical/higher-order thinking, and promote student engagement and motivation.

Support your chart and video with a minimum of three scholarly resources.

Refer to the “Recording/Editing/Uploading a Video or Podcast,” if needed, to help you become familiar with how to create a video.

Submit your chart with a link to your video and resources. Ensure that others can access and view the link prior to submitting.

Note:  This assignment may be added as an artifact for your Topic 1 Teacher Toolkit.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Attachments

Instructional Strategies Chart

Part 1: Examining Instructional Strategies

Instructional Strategy	Defining Characteristics and Examples
Teacher-Centered: Direct Instruction
Student-Centered: Concept Attainment
Student-Centered: Inquiry
Student-Centered: Cooperative Learning
Additional Instructional Strategy of Your Choice: (Name of Strategy)
Additional Instructional Strategy of Your Choice: (Name of Strategy)

Part 2: Aligning Instructional Strategies

(From Part 2 of your completed Topic 1 Learning Objectives Practice template) Grade Level: State Standard: Learning Objective:
Instructional Strategy Example 1: (Name of Strategy)
Instructional Strategy Example 2: (Name of Strategy)
Instructional Strategy Example 3: (Name of Strategy)

Part 3: Video Reflection

Provide the link to your video here:

References

© 2023. Grand Canyon University. All Rights Reserved.

© 2023. Grand Canyon University. All Rights Reserved.

Rubric Criteria

expand all Rubric CriteriaExpand All

Part 1: Examining Instructional Strategies – Direct, Concept, Inquiry, Cooperative

9 points

Criteria Description

Part 1: Examining Instructional Strategies – Direct, Concept, Inquiry, Cooperative

5. Target

9 points

Defining characteristics of the instructional strategies (direct instruction, concept attainment, inquiry, and cooperative learning) are precise. Examples of each instructional strategy are thoughtfully selected and ideal.

4. Acceptable

7.83 points

Defining characteristics of the instructional strategies (direct instruction, concept attainment, inquiry, and cooperative learning) are accurate. Examples of each instructional strategy are suitable and relevant.

3. Approaching

6.66 points

Defining characteristics of the instructional strategies (direct instruction, concept attainment, inquiry, and cooperative learning) are lacking details or missing. Examples of each instructional strategy are weak.

2. Insufficient

6.21 points

Defining characteristics of the instructional strategies (direct instruction, concept attainment, inquiry, and cooperative learning) are flawed or insufficient. Examples of each instructional strategy are not included or unrelated.

1. No Submission

0 points

Not addressed.

Part 1: Examining Instructional Strategies – Additional Strategies of Choice

6 points

Criteria Description

Part 1: Examining Instructional Strategies – Additional Strategies of Choice

5. Target

6 points

Additional instructional strategies are thoughtfully provided. Defining characteristics of the instructional strategies are precise. Examples of each instructional strategy are thoughtfully selected and meaningfu

4. Acceptable

5.22 points

Additional instructional strategies are clearly and appropriately provided. Defining characteristics of the instructional strategies are accurate. Examples of each instructional strategy are suitable and relevant.

3. Approaching

4.44 points

Additional instructional strategies are unclearly or somewhat inaccurately provided. Defining characteristics of the instructional strategies are lacking detail or missing. Examples of each instructional strategy are weak.

2. Insufficient

4.14 points

Additional instructional strategies are inappropriately or incompletely provided. Defining characteristics of the instructional strategies are flawed or insufficient. Examples of each instructional strategy are not included or unrelated.

1. No Submission

0 points

Not addressed.

Part 2: Aligning Instructional Strategies Chart

15 points

Criteria Description

Part 2: Aligning Instructional Strategies Chart

5. Target

15 points

Grade level, state standard, and learning objective are provided. Examples of instructional strategies appropriate for achieving the established learning objective are thoughtfully selected and meaningful. Brief justifications of alignment are convincing.

4. Acceptable

13.05 points

Grade level, state standard, and learning objective are provided. Examples of instructional strategies appropriate for achieving the established learning objective are suitable and relevant. Brief justifications of alignment are reasonable.

3. Approaching

11.1 points

Grade level, state standard, and learning objective are provided. Examples of instructional strategies appropriate for achieving the established learning objective are weak. Brief justifications of alignment are vague.

2. Insufficient

10.35 points

Grade level, state standard, or learning objective is missing. Examples of instructional strategies appropriate for achieving the established learning objective are not included or unrelated. Brief justifications of alignment are unconvincing.

1. No Submission

0 points

Not addressed.

Part 3: Video Reflection - Summary

6 points

Criteria Description

Part 3: Video Reflection - Summary

5. Target

6 points

Summary of findings in the examination of instructional strategies, including which approaches and strategies are most resonated with, is substantial.

4. Acceptable

5.22 points

Summary of findings in the examination of instructional strategies, including which approaches and strategies are most resonated with, is detailed.

3. Approaching

4.44 points

Summary of findings in the examination of instructional strategies, including which approaches and strategies are most resonated with, is vague.

2. Insufficient

4.14 points

Summary of findings in the examination of instructional strategies, including which approaches and strategies are most resonated with, is irrelevant.

1. No Submission

0 points

Not addressed.

Part 3: Video Reflection – Learning Theories

6 points

Criteria Description

Part 3: Video Reflection – Learning Theories

5. Target

6 points

Explanation of how instructional strategies relate to learning theories is substantial and specific examples are meaningful. Discussion on why a pedagogical knowledge of theories and research on effective teaching is beneficial, regardless of the content area taught is insightful.

4. Acceptable

5.22 points

Explanation of how instructional strategies relate to learning theories is sound and specific examples are relevant. Discussion on why a pedagogical knowledge of theories and research on effective teaching is beneficial regardless of the content area taught is reasonable.

3. Approaching

4.44 points

Explanation of how instructional strategies relate to learning theories is simplistic and specific examples are weak. Discussion on why a pedagogical knowledge of theories and research on effective teaching is beneficial regardless of the content area taught is underdeveloped.

2. Insufficient

4.14 points

Explanation of how instructional strategies relate to learning theories is flawed and specific examples are not included or are inappropriate. Discussion on why a pedagogical knowledge of theories and research on effective teaching is beneficial regardless of the content area taught is unconvincing.

1. No Submission

0 points

Not addressed.

Part 3: Video Reflection – Future Professional Practice

6 points

Criteria Description

Part 3: Video Reflection – Future Professional Practice

5. Target

6 points

Description of instructional strategies that can be incorporated into future professional practice to enhance student achievement, improve critical and higher-order thinking, and promote student engagement and motivation is compelling.

4. Acceptable

5.22 points

Description of instructional strategies that can be incorporated into future professional practice to enhance student achievement, improve critical and higher-order thinking, and promote student engagement and motivation is clear.

3. Approaching

4.44 points

Description of instructional strategies that can be incorporated into future professional practice to enhance student achievement, improve critical and higher-order thinking, and promote student engagement and motivation is unclear.

2. Insufficient

4.14 points

Description of instructional strategies that can be incorporated into future professional practice to enhance student achievement, improve critical and higher-order thinking, and promote student engagement and motivation is unintelligible.

1. No Submission

0 points

Not addressed.

Professionalism

6 points

Supporting Research and Documentation of Sources

3 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

3 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

2.61 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

2.22 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

2.07 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

3 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

3 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

2.61 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

3. Approaching

2.22 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

2. Insufficient

2.07 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1. No Submission

0 points

Not addressed.

Required Reference:

Methods for Effective Teaching: Meeting the Needs of All Students

Required

Read Chapters 5 and 6.

View Resource

Recording/Editing/Uploading a Video or Podcast

Required

Refer to “Recording/Editing/Uploading a Video or Podcast,” located on the COE page in the Student Success Center, to inform t

... Read More

https://ssc.gcu.edu/#/page/coe/1958

Teaching Methods

Required

Read “Teaching Methods,” located on the Teach website.

https://teach.com/what/teachers-teach/teaching-methods/

Direct Instruction – A Practical Guide to Effective Teaching

Required

Read “Direct Instruction – A Practical Guide to Effective Teaching,” by Renard, located on the BookWidgets website (202

... Read More

https://www.bookwidgets.com/blog/2019/03/direct-instruction-a-practical-guide-to-effective-teaching

Cooperative Learning: A Complete Guide for Teachers

Required

Read “Cooperative Learning: A Complete Guide for Teachers,” by Solomon, located on the TeacherVision website (2024).

https://www.teachervision.com/professional-development/cooperative-learning

Learning Theories: Understanding the 4 Major Ones for the Classroom

Required

Read “Learning Theories: Understanding the 4 Major Ones for the Classroom,” by Padgett, located on the Leader in Me website (

... Read More

https://www.leaderinme.org/blog/learning-theories/

The 5 Learning Theories

Required

Watch “The 5 Learning Theories,” located on YouTube (2021).

https://youtu.be/sAxAegfVd0