Instructional Methods

2. “
”
DIFFERENT CHILDREN HAVE DIFFERENT
NEEDS AND ADDRESSING THOSE
DIFFERENT NEEDS IS THE BEST WAY TO
DEAL WITH THEM EQUITABLY.
-Gloria Ladson
(Parker, 2012)

3. It’s very important to know the different
types of instructional methods for our
classroom because every student learns
differently.
Teachers need to understand the textbook is
not the only method to get information across
to students.

4. The four instructional methods I
will be discussing about:
• Centers
• Community circles
• Debates
• Dramatic activities

5. CENTERS
• Centers are a great way to have students
work independently or in groups. Centers
help the teacher by giving them idea about
where the child might be needing help.
• Students get the opportunity to make
decisions and choose the pace of their
learning. When a child is working
independently, he/she won’t feel like
they are being rushed.
• Working independently, the child
can go to the teacher and ask any
questions they might have about the
activity. Some students get too
embarrassed to ask their fellow
classmates for help.
• Depending on the activity the teacher has
assigned for the station during centers, the
student will be able to create new ideas and
express themselves. This is one way teachers
can get to know his/her students.

7. CENTERS CONTINUED…
•When learning about digraphs, I will have a station during centers that will
require students to extend their knowledge on digraphs. Students will work
individually on this activity. After learning about digraphs, students will go
to their assigned station and practice on digraphs.

8. LEARNING ABOUT DIGRAPHS
•Students will have to look through each
picture and put it in the correct box under
the correct digraph. After they have sorted
out the cutouts, they will have a worksheet
with the digraphs they have worked on.
They will have to write each item on the
sheet of paper. When time has expired, they
will bring me their worksheet for me to
grade.
Materials:
• Pencil
• Worksheet

9. COMMUNITY CIRCLES
•Community circles are a little intimidating because students are required
to talk in front of other students.
• It’s important teachers encourage students to speak because what they
might be thinking another student might be thinking about too.
•Students get to speak their mind about a topic the teacher gives them. In
other words, they are giving their opinion about a subject.

10. COMMUNITY CIRCLE ACTIVITY
“ATTENTION GRABBER”
•I will be using the community circle
method during the first week of school
in my second grade class. When
students arrive to class on the first
week of school, they will notice the
chairs are in a circle in the middle of
the classroom.
• I will have strips of paper with a
different question placed on the
chairs. The topic of my questions
will be “About me.”
• I will begin each day answering the
question on the strip of paper. Each
day for the first week of school,
students will have a different
question to answer.

11. COMMUNITY CIRCLE ACTIVITY CONT.…
•The purpose of using the
community circle on the first
week of school is because I
know how one feels entering a
classroom full of students they
have never met. This is great
way for students to know
something about each other and
a great conversation starter.

12. DEBATES
•DEBATES REQUIRE STUDENTS TO DO A LITTLE RESEARCH ABOUT A
TOPIC THEY WILL BE GIVING THEIR OPINION ABOUT.
•DEBATES ENGAGE ALL STUDENTS AND EVERY STUDENTS HAS AN
OPPORTUNITY TO SPEAK.
•DEBATES IMPROVE STUDENTS SOCIAL SKILLS AND CRITICAL
THINKING SKILLS.

13. LET’S HAVE A DEBATE!
TOPIC: “ALL STUDENTS SHOULD
WEAR UNIFORMS.”
• I will split the classroom in two groups. I will
choose the groups because if I let them choose their
own groups, they wouldn’t stay focused.
By doing this, students will be working on social
skills.
• I will choose a leader in each group. The leader will
be the speaker for the group.

14. Teacher’s role
• Throughout the whole debate, I will only say something when I feel students are
getting off task and if the debate is getting out of hand.
• I will make it clear to students that we are all here to have fun and respect everyone
and their opinions.
• I will also be keeping an eye on who is participating in discussion and who is not.

15. DRAMATIC ACTIVITIES
• NOT ONLY DO THE STUDENTS LEARN ABOUT HOW PEOPLE LIVED IN THE PAST,
BUT THEY GET TO HAVE FUN DURING THE PROCESS.
• IN DRAMATIC ACTIVITIES, STUDENTS ARE CHALLENGED TO TAKE THE
PERSPECTIVE OF THE PEOPLE THEY ARE STUDYING (PARKER, 2012).
• HANDS-ON AND EVERYONE IS LEARNING DURING THE PROCESS IN ONE WAY OR
ANOTHER.
• IF STUDENT DOESN’T GET THE LESSON THROUGH READING, LIKE MOST OF US
DO, THEY WILL LEARN THROUGH THE DRAMATIC ACTIVITY.

16. “
”
A LECTURE ABOUT THE ATTACK ON FORT
SUMTER IS FAR LESS INTERESTING THAN
ACTING OUT THE BATTLE
-CLAUDIA CORNETT
STUDENTS LEARN SO MUCH MORE WHEN THEY BECOME THE CHARACTERS INSTEAD OF READING FROM THE BOOK. WE
NEED TO GIVE ALL STUDENTS AN OPPORTUNITY TO LEARN.
(Cornett, 2015)

17. LET’S ROLE PLAY
I WILL USE DRAMATIC ACTIVITIES IN ALL GRADE LEVELS.
• I WILL USE ROLE PLAY IN FIRST GRADE SO STUDENTS WILL HAVE A DEEPER
UNDERSTANDING ABOUT THE DIFFERENT TYPES OF JOBS PEOPLE HAVE IN THE
COMMUNITY.
• STUDENTS WILL BE GROUPED IN THREES.
• STUDENTS WILL HAVE FOUR DAYS TO WORK ON THIS PROJECT. EACH STUDENT
WILL BE REQUIRED TO STATE AT LEAST ONE FACT.

18. ROLE PLAYING
• I would encourage students to get
into character.
• If students dress into character, they
will feel like they are the person.
• I will suggest students give facts and
dress up and/or put a little skit
together.

19. REFERENCES
PARKER, W. C. (2012). SOCIAL STUDIES IN ELEMENTARY EDUCATION (14TH ED). NEW YORK, NY: PEARSON.
CORNETT, C. (2015). CREATING MEANING THROUGH LITERATURE AND THE ARTS (5TH ED). BOSTON, MA: PEARSON