Instructional strategies can be categorized as direct, indirect, interactive, experiential, or independent. The direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations. In today’s classroom discussions, we worked on the Frayer Model (shown below) where we had to define the word “mindset”, what it means to us, its characteristics, examples and non-examples. At first it was tough to think about, as the word “mindset” is something we have but we don’t normally talk about, or define. So, I understood where Susan was going with this lesson. This gave us the opportunity to think outside the box, collaborate our ideas together, which initiated a discussion from two different views.

There are several reasons why teachers initiate instructional strategies. For instance, it allows students to get out of their seats and move around the room to discuss what others have written down. As discussed in class, using a variety of strategies encourages our students to be adaptive to other opinions and to collaborate among their peers. Some of us did not realize that although we may feel stuck while thinking of strategies we can use, Susan introduced us to the Ed Online SK Curriculum website, where these strategies can accommodate whichever subject we will be unpacking.

Although this was tough to learn about and practice using, I will consider using this when it comes to uncovering new information in the classroom. During my pre-internship teaching days, I was given the opportunity to watch my co-op teacher use the Frayer Model with our ENG B30 class. We unpacked themes of the novel as reference for our students to use for their final assessment (essay).

As we are deep into our lesson of the day with our students, we often run out of questions for them to answer. This is common, in fact, teachers manage to become experts at “winging it” when it comes to asking questions. Some of us can be quick and relate it to the latest social media trends to relate to the students. Sometimes these questions and answers lead to different topic of discussion, but it is guaranteed to stick to the students memory, as they can relate the topic to the lesson. I’ve had many conversations with teachers in my past where they were able to relate to my personal lifestyle. This helped me a lot, especially when math and baseball was co-referenced. To this day I cannot just watch baseball, I somehow manage to be thinking of numbers and equations. Then, if he will allow it, I will teach my son (who is six years old at the moment) a few math lessons. Just as we have discussed in class, what we learn and choose to remember in the classroom can guide us through life, whether we want it to or not. It all starts with questions. Questions that make us answer personally, professionally, or rhetorically. Questions are the foundation of thinking one way and then thinking another, taking what you learn and adapting to it. Questions are asked so many times a day that we sometimes don’t know if we are even asking questions. All I am saying is, questions are good. Questions are food for thought. They can be as complex as possible, or they can be closed ended. In our own minds, these can also lead us to question ourselves and others. As a teacher, sometimes opening up these thoughts in a students brain can lead them to think critically about their surroundings, their traditions, beliefs, culture, future, and of others as well. If my math teacher did not ask me if baseball was my life, (I was a teenager, I was very much inexperienced with the idea of life without baseball) he wouldn’t have been able to turn a part of my brain into a thinking machine when it comes to numbers. Not only did this set me up for success within myself, but I remember how he taught me, so I can use those teachings in my own math class one day.

Questions are managerial, (keeping the operation moving forward: open ended questions) rhetorical, (emphasizing points being made or to reinforce ideas) closed and open ended (yes/no and the 5 w’s). These questions can make any classroom experience a good one. As a young individual who asks a lot of questions, I will continue to reinforce this practice, as it moves us ahead in our own lives and in society. I’m hoping that being able to ask my surroundings questions will encourage me to ask what needs to be asked in my own classroom.

“In teaching, students need to develop a knowledge base in the subject area. They also need the opportunity to use that knowledge base to build skills”. In one of today’s classroom discussions, we spoke about how we can include personal perspective into the classroom. An idea that comes to mind for myself surrounds the idea of introducing culture into any subject area and tying it in to place-based learning skills. As we are introducing learning outside of the classroom, we have to continue to create the relevance between the common goal of the lesson with personal perspective and experiences from our students. If we are basing our lessons around irrelevant ideas and lessons, and for some odd reason it sticks with the students, then we are setting them up for unrealistic interpretations of what society is like. Then, these individuals will not only fail due to what they have learned, but they will also be misinformed. To avoid these situations is to provide linked resources, appreciate the activity and what it will teach, provide guidance, share personal experiences and continue to connect the learners. Digging deeper into these steps is to challenge students to think critically so they can be able to use what they learn outside of the classroom. As students are creating, thinking, and learning, we need to provide feedback in order for them to be directed accordingly, and it gives us all the opportunity to respond in discussions in and out of the classroom walls.

In our classroom discussions, I feel like feedback is sometimes a tough situation to deal with, as it can go south and can be misinterpreted. I often have questions lingering around the topic such as: What if the students do not understand after careful demonstration, ideas, discussion and assessment? Do I give up on the lesson or collaborate so we can find a common ground? I have spoken with some of my friends who are in their first few years of teaching. They say the same things, such as, we are never prepared. As much as we think we are, there is always something that will either misguide the lesson or it will sink. One thing we need to remember is that although we may have sank our lesson of the day, we can always learn and re-assess ourselves. Students also have the power to analyze teachers for growth and revitalization. But one thing we as educators need to stay away from is overwhelming our students if we are overwhelmed ourselves. Energy is strong, presence is stronger. Comparing students so they can compare levels of intelligence is a major backlash and is not encouraging. So, comparing yourself to your better days is just as bad.

Lesson planning. If it does not make sense as you are writing it, then do not try to teach it. We often try to NOT make our lesson plans complex, as we go day-by-day with them. Sometimes, there will be moments where we want to include it all into our lesson without the consideration of time or with the assumption that we will be on the same page with our students. To avoid this situation, we must create our lesson plan around the essential question. They must follow a logical order, while relating it to your current students personal lives, and referring it back to the common goal of the day. To help maintain the order, we must ask questions. These questions can be answered in groups, individually, or even as a game. As long as they are frequently asked, we are assessing and providing feedback to stay on track. Through the lesson, you will notice that students are adapting to your methods and will be able to stay on track as well as innovative thinkers, as they are teaching their minds to obtain and repeat knowledge.