Standard 5

Understands and uses a variety of instructional strategies and appropriate technologies.


Malala UN Speech Lesson Plan

Kahoot results

Review of branches of government


Students are primarily visual, auditory, or kinesthetic learners. In order to teach all of my students, I utilize a variety of instructional techniques, especially through my inclusion of technology. I rely daily on my classroom’s Apple television to present class notes or activities, on my students’ iPads for research or writing, and on motion-based learning to teach my kinesthetic learners. The use of technology in my lessons allows me to seamlessly combine visual and auditory learning. My students have been surrounded by computers and the Internet their entire lives, so my lesson plans incorporate learning that would have been unthinkable a decade ago.

I demonstrate my achievement of Standard Five in my lesson plan on Malala Yousafzai’s address to the United Nations. I began the class by formatively assessing my students’ understanding of Malala’s background and crusade for education by asking them questions via “Call and Response”. The students then watched a seventeen-minute Youtube video of Malala discussing the importance of education for women to the United Nations, while equiped with a typed transcript of Malala’s speech. Following the address, I divided the students into groups to complete a worksheet with questions about the speech, identifying her main ideas and the students’ own views of their education. Later, the students demonstrated their understanding of the material by either writing a song, writing a poem, or creating a poster, individually or in pairs, to recap the speech. My use of technology in this lesson dramatically enhanced the students’ learning experience; the projected video of Malala’s speech on the classroom’s Apple Television provides the students a visual and auditory representation of her speech, allowing students with different learning styles to process her address more effectively. For example, visual learners could better remember the image of Malala in the middle of the United Nations, while auditory learners could better remember the sound of Malala’s voice. Every student could refer back to the printed transcript of her speech for clarification. Although my use of technology enabled me to more successfully teach my visual and auditory learners, my summative assessment (the students’ song, poem, or poster), engaged kinesthetic learners by having them “learn while doing”; the students were free to move about the classroom while they prepare and present their project, and were tasked with creating their own “lesson” for their classmates on Malala’s message.

Another way I used technology to enhance the learning of my students is through Kahoot!, an online game-based pedagogical tool. Kahoot! learners use their personal devices to join a teacher-created online quiz, researching quiz questions on their device, either personally or in groups. The students then match their findings to an answer choice, competing with their peers to answer quickly and correctly for points.  While the learners answer the posted questions in real time, I could facilitate discussion of the content, while also formatively assessing my students’ understanding of the material. I relied on Kahoot! to prepare my students for their parts of speech quiz, subject-verb agreement quiz, and American Government final test. Since the activity incentivized correct and quick answers with points, students were motivated to know the material thoroughly prior to taking playing the game, while my developing learners could still learn the material while playing. Moreover, Kahoot! anonymously tabulates students’ results, so I could reward my weaker students’ learning progress.

My review on the different branches of government also demonstrated my understanding of Standard Five. For this activity, using the streaming service AirPlay, I connected my transcription of our my students’ comments and insights on the three branches of government during our classroom discussion onto my classroom’s Apple television. During my transcription, I omitted my guiding questions and clarifying statements to avoid confusing students. The use of technology allowed my auditory learners to focus on what their peers say aloud, while granting visual learners the opportunity to read these statements on the television. In addition, by writing down each of my students’ comments, I successfully gave my student speakers the opportunity to take pride in their contributions to class that day.