The purpose of the instructional delivery standard is to provide evidence that teachers are presenting materials in an effective manner that is not only understandable but engaging to their students. When instructors reflect the standard, they actively discern what ways they present the material so that students’ interests, strengths, and current levels of understanding are included.  One important way teachers can implement the instructional delivery standard is by building upon students’ existing knowledge and skills. By determining what students know, educators can avoid the mistake of teaching content that students do not understand or will inaccurately assimilate. One way I exemplified the standard was by using the pre-assessment underneath to see what my third grade students knew about Earth life cycles. I used the results to determine which materials I should spend more time with and bring in more visual examples.

Another method to show the instructional delivery standard is by using a variety of effective instructional strategies and resources. Students have different learning preferences. By teaching the same content in multiple ways, the class as a whole can have greater chances of success. I taught students about plants and their needs by giving them an opportunity to grow their own plants:

The last important way to implement the instructional delivery standard is by communicating clearly and checking for understanding. After reviewing  plant life cycles with third graders, I gave them the following worksheet to see if they could correctly identify the stages. I discussed their performance with them the next day.

My paper for instructional delivery is here: PPS Instructional Delivery.