Instructional Design Topic 3 Instructional Strategies
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RAMIREZ, MAYE
7/9/23
Instructional Design Topic 3: Instructional Strategies
Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you created in Topic 2 and copy/paste them below.
Birth to Pre-K: Pre-k
Kindergarten to Grade 3:
State Standard: Standard. Movement Competence and Understanding
Preschool Learning and Development Expectations:
Travel in a variety of directions using basic locomotor skills and demonstrate an understanding of personal and general space.
Colorado Academic Standards Online. (2022). Retrieved from https://www.cde.state.co.us/apps/s
tandards/4,1,8
State Standard: State Standard: Colorado Learning Standard
Standard. Number and Quantity
Grade Level Expectation:
1
st
Grade, Number & Operations in Base Ten: Extend the counting sequence.
Colorado Academic Standards Online. (2022). Retrieved from https://www.cde.state.co.us/apps/standards/4,3,8/4,3,8
Objective:
•Students will be able to move safely around in a group without running into each other.
•Students will be able to move their
bodies with control. •Students will be able to show traveling skills, including moving their bodies forward, backward, and
sideways.
Objective:
•Students can count to 120, starting at any number less than 120. •Students will be able to read and write numerals and represent several objects with a written numeral
Direct Instruction Strategies
(include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary.
Model:
Model:
RAMIREZ, MAYE
7/9/23
First show how to do the obstacle course by doing all the activities while the students watch. While showing them the movements they will also explain to them how they can do it.
Show the children how to create a number line starting with the number 20 and ending at 120 by 10 only showing them the
first 3 ten spots. This will be done by showing them that each ten spot ends in a zero and only the ones places change. Then have them represent the number with tens blocks.
Guided Practice:
The students will have an opportunity to try each obstacle course well being guided at each station by a teacher. For example, when the students are walking on stepping stones a teacher will help guide them to where they put their foot next to and what direction to go so they don’t run into each other. Guided Practice:
Have the students count on providing help when students need it for about 10 mins. This can be done by walking around the classroom and observing how students are doing and helping when you see they are having trouble.
Independent Practice:
During this time students will be able to show the teachers what they
learned without any verbal commands from teachers. They will be given a timer on when to start and stop this activity will allow the teacher to observe if the students are able to complete the task independently while keeping a safe body. Independent Practice:
Allow the students to continue with the number line and observe how each student does on their own or with their peer’s help. This will be a good time to collect data on each student to see their skill level. Assessment (revise if it does not align with the objective and activities)
:
Teachers will be able to provide an assessment for this standard by observation within the classroom. This observation will be done through serval parts of the student’s
day. In preschool, students need many breaks, and these breaks consist of getting up and moving. Assessment (revise if it does not align with the objective and activities)
:
This assessment can be given in different ways that help fit every student in the classroom and the way they are able to show their knowledge. One way is through classroom observation during independent and teamwork done throughout the classroom. This can be provided by having hands-on activities for each student allowing them to match the correct number with the quantities. This allows the teacher
to collect data from the classwork the students turn in at the end of the activities.
RAMIREZ, MAYE
7/9/23
One way the teacher can provide the assessment is by incorporating an obstacle course every day providing different types of movement. These movements can be jumping, walking, balancing, and other body movements done by the whole group together. This will also allow the teacher to observe the students, making sure they can be safe around their peers while moving their bodies.
NAECY. (2023). Professional standards and competencies for early childhood. https://www.naeyc.org/sites/defaul
t/files/globally-shared/downloads/
PDFs/resources/position-
statements/
standards_and_competencies_ps.p
df
Kostelnik, M. J., Soderman, A. K., Rupiper, M. L., & Whiren, A. P. (2018). Developmentally appropriate curriculum (7th ed.). Pearson Education. https://bibliu.com/app/#/view/books/9780134747620/pdf2ht
mlex/index.html#page_79
Modeling and Guided Practice Summary
It is very important to model and guide students in every activity you provided for them the first time.
This allows the student to understand not only how to do the activity but also what is expected of them. Most learning throughout life is modeled on someone before they are told to do it on their own. This is important because many people learn in many ways and having visuals helps reinforce the objective. I feel that it is also important to allow them to show what they can do independently after modeling was provided because this is where teachers are going to get the most accurate data on a student and where their learning skills are. If a teacher is constantly only doing it for them, it will not allow the student to show their learning skills. This is why every step is important so the students can learn and grow at their own rate. This allows us as teachers to help change and adapt our lesson plans for every student and allow them to have the best education possible that fits their needs. Modeling allows for this because as a teacher you can see what part of the lesson the student is struggling with and provide them with more examples in the area, they are having trouble with. This also allows the student to ask more questions with guidance so the teacher can show them before sending them on their own. Many students get discouraged if assignments are hard and give up but
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RAMIREZ, MAYE
7/9/23
modeling it allows the student to see how it is done and ask for help before doing it independently.