INTASC+4B

**b. uses a variety of teaching and learning strategies to encourage students in the development of critical thinking, problem solving, and performance skills**


 * What is this artifact? **

This artifact consists of an original lesson I taught to 19 fourth grade students who are above grade level in mathematics. According to the Maryland State Curriculum, in order for the students to continue progressing in math, they must learn how to use formulas to find the area of a given shape as well as **critically problem solve** when necessary. This lesson uses a **variety of teaching and learning strategies to strengthen the class’ understanding of calculating area**. This artifact includes a lesson plan, complete with analysis and reflection, as well as pictures of the geoboard activity.


 * Why did you put this artifact in this INTASC principle? **

INTASC 4B focuses on **instructional strategies and problem solving. This lesson includes a variety of teaching and learning strategies**. Prior to planning and teaching this lesson, I had realized the students needed more practice calculation area. The geoboard lesson was conducted as a follow up lesson in order to provide support to the class. I began the lesson by asking the students to calculate the area of an unfamiliar shape. The goal of the new shape was to **challenge the students’ critical thinking and problem solving skills**. After a class **discussion and inquiry based questioning**, the class used the interactive website, NLVM Geoboard, to manipulate virtual geoboards. As a class, we completed a warm-up and, following that, students worked independently to design shapes and find their area. In this assessment, **12 out of 19 students** **succeeded** with greater than 80% correct.

**In what way(s) do you anticipate this artifact contributing to your positive impact on student learning in your class? **

This artifact **contributed positively to student learning** because students were **engaged and were actively problem solving**. Students were able to use their prior knowledge of computers to create composite figures; then **apply problem solving skills** such as //“break the problem down”// to find the total area of their shape. The use of technology challenged each student’s ability to **translate information** and **compute accurately,** two additional skills necessary for mastery of the objective. Students strengthened their **critical thinking and problem solving skills** through this authentic learning opportunity.

**Where does this artifact fit within the core cluster of instruction activities: judges prior learning, plans for instruction, teaches, assesses, analyzes, or reflects; and why? **

This artifact is an example of two components of the core cluster of instruction activities: **judges prior learning** and **teaches**. This lesson would not have been taught if I had not recognized the needs of my students, illustrating my sensitivity to my students' prior knowledge. In **teaching** this lesson I was able to challenge and strengthen my students' ability to **problem solve and think critically**, therefore enhancing their overall **performance skills**.