Name: Hina Gulzar

Date: 10_16_2015

Assignment: Instruction Strategy

TEKS Standard for high school life science:

(9) Science concepts. The student knows the significance of various molecules involved in
metabolic processes and energy conversions that occur in living organisms. The student is
expected to:
(A) Compare the structures and functions of different types of biomolecules, including
carbohydrates, lipids, proteins, and nucleic acids;
(B) Compare the reactants and products of photosynthesis and cellular respiration in terms of
energy and matter;
(C) Identify and investigate the role of enzymes; and
(D) Analyze and evaluate the evidence regarding formation of simple organic molecules and
their organization into long complex molecules having information such as the DNA molecule
for self-replicating life.
Strategy 1: Direct Instruction
Guided Practice:
Guided Practice is interactive instruction between teacher and students. After the teacher
introduces new learning, he/she begins the student practice process by engaging students
in a similar task to what they will complete later in the lesson independently. Students and
teacher collaboratively complete the task as a model. The teacher leads the activity but
solicits help from students at predetermined points along the way. Through the completion
of the guided practice task, the teacher gradually releases more and more responsibility of
the thinking to students, and offers less assistance from the teacher. Teachers should be
using this time to recognize any need to re-teach portions from the Introduction to New
Learning and to determine when/if students are ready to work independently.

Prep Work:
Plan and prepare guided practice activities that require interaction between teacher and students
and will continue to build students understanding of the content.
Give clear directions for how students should engage with the teacher to complete the guided
practice task.
Circulate around the classroom and monitor student progress. This is a time for the teacher to
assist students who may need more guidance and support.

Address misconceptions and praise success by giving direct and specific feedback to students.
For Variations:
Break it down:
Address errors by breaking content into smaller pieces.
Ratio:
Increase student thinking by asking more open-ended questions. Have students explain the
why and how questions surrounding their understanding regarding a concept.
Games:
Make Guided Practice a game. Games increase focus, allows opportunity for practice and are
fun for students. See the game template link for examples of games that make great Guided
Practice.
Consider using guided practice activities that will allow students to share their thinking with the
whole class. Students develop their own thinking by hearing the thought process of their peers.
Be sure to check for understanding from ALL students before moving on from Guided Practice.
Ensure that all students have an opportunity to respond to questions, receive feedback and
practice alongside the teacher until they are fluent in the content/task.
I believe this strategy would work for a lesson in life sciences because students might not have
a lot of knowledge about biomolecules, cells and their structures and teaching this way would
help them understand all the concepts in a better and easy way.

Strategy 2: Indirect Instruction

Networking: building pictorial representation of the relationship among the data,
material, objects, concepts, etc. related to life sciences.
Though I believe direct instruction would be best at the beginning, indirect instruction would
be best towards the end of this unit. Now that the teacher has explained almost everything
about the topic, she could break the students up into groups and have them work on real
world. The students could work on a project (which the teacher would show examples of) that
they would have to present in class.