“To waken interest and kindle enthusiasm is the sure way to teach easily and successfully.” –Tyron Edwards

2. Open Ended Critical Questions

3. Student Exemplars

4. Graphic Organizers

5. Self-Assessment Tools

Planning and Instruction

In every effort to engage students in learning, I believe that purposeful planning provides the foundation for effective instruction. When planning a unit, I begin by addressing five essential questions:

1.    What curriculum expectations do I need to cover?
2.    How will I assess and evaluate their understanding and application of the expectations?
3.    What strategies and skills must I explicitly teach in an effort to set my students up for success?
4.    How can I effectively integrate these expectations with other subjects?
5.    How will I captivate student interest and make connections to their own lives?

I have learned that a lesson is only as good as the planning that goes into it. Effective instruction therefore must involve careful consideration of the curriculum, the students’ prior knowledge and their individual learning styles and needs. The influence of time and environment on lesson implementation is critical as I discovered firsthand, and upon reflection of lessons taught, I have developed strategies for appropriate pacing and purposeful use of space and technology for future practice. I believe that a truly effective lesson is one in which students are engaged and focused, connecting their understanding of content with their own lives, and that provides authentic opportunities for self-regulated learning and exploration in and beyond the classroom.

Over the course of the year, I had the opportunity to implement several high yield instructional techniques and endeavoured to make purposeful use of these strategies. Acting as a guide, I collaborated with students to create anchor charts and explicitly taught students how to use them to develop, assess, and refine their work independently. Through the use of open ended, critical questions, prompts, and rich problem-solving tasks, I encouraged students to apply higher order skills to reflect and communicate on a daily basis. In collaboration with associate teachers, I deconstructed student exemplars using visuals to highlight success criteria for level 3 and 4 work across subject areas. Together with the students, I constructed graphic organizers and explicitly taught students when to use an organizer, how to use it, and how to evaluate its effectiveness. In addition, I developed checklists and self-assessment tools, such as “Two Stars and a Goal”, with the students in an effort to scaffold their understanding and foster their independence.

Miss Horst proved consistently that she has a wealth of knowledge and experiences to share with students. She consistently took opportunities to make relevant cross-curricular connections clear to her students.

-Grade 3 Teacher

Miss Horst's consistent energetic and positive presentation of materials translated into students being engaged and motivated. She developed clear and achievable classroom expectations with the students and used instructional time in a focused, purposeful way.

-Grade 3 Teacher

Miss Horst presented an environment for learning that encouraged students to be problem-solvers and decision-makers. She was dedicated in her efforts to teach and support student learning and achievement.

-Grade 3 Teacher

She provides feedback to students, written and verbal, immediate and next day, encouraging students to be reflective and improve achievement. Her feedback often includes guiding questions, encouraging students to problem solve and deepen their understanding and independence.

–Grade 4/5

Miss Horst plans developmentally appropriate lessons with the end in mind. She uses assessment data to plan instruction, meeting kids’ individual needs as the unit progresses. She is organized, having materials and equipment ready in advance, and uses a variety of excellent visuals to support her teaching.

–Grade 4/5 Teacher

Miss Horst worked with students to generate criteria for level 4 work, collaboratively creating anchor charts and student checklists. She provided opportunities for extension in her lessons, with extra activities available for students.

–Grade 4/5 Teacher

She keeps students engaged by continuously asking open-ended questions and ensures students stay on task.

–Grade Three Teacher

Through unique and creative motivational techniques, Miss Horst was able to capture her students’ attention prior to each lesson. Her lesson delivery allowed opportunities for students to change activities, practice their skills, and share their work.

–Grade One Teacher

She connects lessons directly to the Ministry curricula, and works very hard to investigate further lesson topics and concepts in order to provide accurate, effective information to students. She willingly questions and reflects upon lesson content, willing to “dig deeper” for a greater understanding. Her knowledge-centred approach relates not only to her commitment to expectations, but to her concern for students, using her knowledge of them to teach.

–Grade 4/5 Teacher

High Yield Instructional Tools

Planning and Instruction