Standard 4.F

“Use a variety of teaching methodologies and techniques (e.g., lectures, demonstrations, group discussions, cooperative learning, small-group activities, and technology-enhanced lessons), and objectively assess the effectiveness of various instructional approaches and teacher actions for impact on student learning.”


As a learner, I learn best when I am engaged in interactive and diverse lessons. For instance, I know from my own experience that I tend to lose attention when a teacher lectures for an extended period of time. Because of the way I learn, I try to make a point of teaching interactive lessons. Over the past several years, I have been able to develop my personal philosophy of teaching. Included in this philosophy is the belief that young people should be given the opportunity and encouragement to drive their own learning. I believe that people learn more, and become excited about learning more, when they feel as though they have ownership over their learning process and products.


While planning lessons, I try to appeal to the different styles of learning, so that all learners can come away from the lesson with something to help them remember the information that we covered. For my visual learners, I usually try to have some sort of projection on the screen, or a diagram or guided notes to fill out. For my audio learners, I try to guide discussion in a way that will make sense sequentially when they review class discussion later on. For my social learners, I try to do small group activities at least once or twice a week. For my hands-on learners, we have our yoga stretches at the beginning of the class, plus I try to get students moving around the room for certain activities. I have found that all students learn best when instructional methods are varied. I have also found that sometimes certain hours prefer certain methods, and that sometimes lesson plans may need to be altered slightly depending on the class hour.


During my student teaching, I tried to vary my instructional methods as often as possible in order to keep student attention and to appeal to all types of learners. I found that projecting supplemental materials on the front board was really helpful, and that most 10th graders appreciate structured, task-oriented activities, such as filling out a worksheet or diagram. Whenever we discussed key information, I made sure to convey these ideas in many ways (through speaking, writing on the board, discussion, or illustration). One specific example of this would be the diagram packets that I had students fill out as we read through Ender’s Game by Orson Scott Card. There is a lot of information to remember from this novel, and I knew that not all of my students would remember this information just from talking about it in class. The diagrams in this packet helped students to organize themes from Ender’s Game in sections, so that it was manageable and easy to remember. When students wrote their persuasive essays (their main assessment for the unit) later on, these diagrams were helpful reference tools.


In the future, I hope to continue to develop interactive lesson plans that appeal to all types of learners. Professional development, collaboration with other teachers, and independent research will also be helpful tools to help me stay up-to-date with new teaching methods to incorporate into my lessons.



          Ender’s Game diagram packet:

Diagram Packet Cover Page

Character Diagram

Internal and External Conflict Diagram

Nature vs. Nurture Tchart


Chapter Top 5 List

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