Model of Effective Instruction
Ms. Rianne Buenaflor’s English 11 Honors Class
Differentiated Instruction: Every student does not learn the same way as the next student does.
They learn at different paces and with different materials. Differentiated Instruction offers
students options for instructions and assessments so they are not forced to learn the same way as
their peers. The students’ needs are prioritized over content so it can be easier to teach the
material once the teacher knows the “how” for any curriculum.
Standards and Observable Objectives
Subject standard from Nevada Core Curriculum Standards: One of the writing standards for
grade levels 11-12 include the use of technology in ongoing feedback.
• “Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information” (Nevada Department of Education).
• From this standard, we can infer that during their junior and senior years, students should
be able to use their resources, like technology to use the internet, to create their own, or
revise, responses to new information given.
Observable Objective:
• Students will be able to demonstrate the knowledge attained from online sources to
create logical and informative responses in arguments and feedback. (1. Application)
• Students will be able to describe new information they retained from their sources to the
given topic to produce a more meaningful discussion and learning environment. (1.
Comprehension)
Instruction-Learning Process
Effective Instruction Model Outline:
- The teacher will introduce the concept through a slideshow/PowerPoint. This will help
any students who are more visual learners and who learn better by hearing because the
teacher will then talk about the slide as well and go even more in depth.
o Then the students will write down any notes or questions they may have or even
raise their hand so they can write down the information quickly before they forget
their questions.
- To teach the lesson objectives and concepts, the teacher will talk about why the students
are being taught that lesson and how it can be beneficial to them to provide them with
understanding behind the lesson. He/she can also show examples of work that meet the
highest and lowest scores on the criteria. Not only that, but the teacher will also provide
various ways to complete the project so each student can have the ability to showcase
their creativity and show what helps them learn best. The concept for this is exactly that:
options for assignments.
o The students will then take note of what they notice to steer clear from and even
take notes on what can help them get the highest score possible. The students can
also take pictures on their devices to help them get the exact details down from
the PowerPoint.
- For the students, they can/will ask their teacher for any clarifications or whatnot they may
need. But, they can also ask their peers for help as well. Doing this can help generate
creative ideas, form a better understanding of the lesson, or help the student feel more at
ease rather than asking an adult. Plus, knowing that they are not forced to do something
they do not want to do may cause more engagement.
- Students will demonstrate learned information, skills, etc. through videos, PowerPoints,
essays, demonstrations, graphics, models, and much more. Each of these options provides
students an advantage because each one is bound to work for a student who is more of a
kinesthetic learner, listening learner, hands-on learner, etc. Giving students options but
within the same playing field can be more beneficial in the long run.
o Exit slip: I think students will quickly show their learning when they are able to
learn on “their own” terms. By this I mean that if students are given different
options to complete their assignments, it will most likely help them stay engaged
as well as help them retain the information better. For example, a student may be
able to remember WWI through a model because they are able to physically see
and move parts of the model they created, whereas another student is able to
remember WWI through an essay because they are able to write out all of their
information and color code it later on. If students are given the freedom to express
their creativity about each lesson, they have a high chance of showing their
growth in the classroom.
Resources
Bloom’s taxonomy action verbs. (n.d.). Retrieved December 11, 2021, from
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf.
Citation machine. Citation Machine, a Chegg service. (n.d.). Retrieved December 12, 2021, from
https://www.citationmachine.net/bibliographies/29b931b8-8d58-4d98-be73-42ec1f7952e4.
Create your website. Free Website Builder: Build a Free Website or Online Store. (n.d.).
Retrieved December 12, 2021, from https://www.weebly.com/lp/dsp/websites/vt-
tst?c=mkt_w_chnl%3Asemb_geo%3AUS_prtnr%3Aggl_camp%3AG-S-Brand-EM-
US_campid%3A257473334_ag%3Aweebly_agid%3A15054213254_kw%3Aweebly_mt%
3Ae_dvc%3Ac&gclid=Cj0KCQiA2NaNBhDvARIsAEw55hj6XJoAV5QvgXTnLm04ZNa
h5i4rNj9QDllEAu8sgaVQIiEdfp4Zk1EaAg_bEALw_wcB.
Nevada academic content standards. NVCSS. (n.d.). Retrieved December 12, 2021, from
https://doe.nv.gov/Nevada_Academic_Content_Standards/.
Sadker, D. M., Zittleman, K. R., & Koch, M. (2022). Teachers, schools, and Society: A Brief
Introduction to education. McGraw Hill LLC.
Reflection
The instructional model I used was the differentiated instruction. Differentiated instruction
focuses on giving students options to complete their assignments because there is an
understanding that not every students learns the same as the next. The subject and grade level I
used was 11th grade English Honors and the concept I chose was the options students have to
complete their assignments. I’ve always wanted to teach 11th-12th graders, and I love the
understanding that not everyone learns the same way, so that is why I used it. I feel like the word
“options” pass over many teachers’ heads sometimes, so bringing it up can solidify that students
do have the right to choose and they control their own ways of learning.
I think student engagement was pretty high because knowing that they did not have any
boundaries helped them feel not so stressed and rather feel like they have a chance of receiving a
high score because they used what helps them to their advantage. If we were physically in the
classroom, I can only imagine the amount of mess the classroom would be, but if it helps them
and shows their active learning, then it will be/is worth it. Though, student engagement may be
better if I could/would check in with each student to make sure they were staying on track and to
check if they needed help.
Moving forward, I think one of the instructional strengths of the assignment is the
creative outlet I was able emphasize. Students are often taught in a very forced environment
where they learn the same way as their peers. I think that showing the other side of the spectrum
is more beneficial to students long-term. Personally, I am not able to identify any weaknesses
within the assignment. Students, kids especially, learn at a different pace than others so enclosing
them in a space where they are not able to learn the way they need to learn won’t help them
become active learners and stay engaged.
