Content Knowledge
Goal 1: Candidates demonstrate their understanding of content within their specialization.
Goal 1: Candidates demonstrate their understanding of content within their specialization.
Indicator
1: Know your subject matter.
Project 1: My first project is a Curriculum Map that I developed for use in the 2nd grade. A Curriculum Map is a tool that allows teachers to keep track of skills their students have demonstrated as well as the content knowledge of curriculum instruction for the entire school year. While other products can help provide this information, the Curriculum Map provides it at a glance and helps define which goals re being achieved by any lesson. The Curriculum Map I developed is for 2nd Grade English Language Arts using Scott Foreman Reading Street program. It shows how I used the different levels of Bloom's Depth of Knowledge to show student level of comprehension. Though out the year this map suggests many ways to achieve DOK's through various activities. Also, the map has hyperlinks that allows the teacher to see precisely what the CCSS's require as an outcome.
Indicator 2: Incorporate differing viewpoints about content.
Project 2: This project is based on the Synectics Model, an instructional model designed to spark students' creativity and assist them in seeing old ideas in new ways. To accomplish this I will use several different forms of metaphoric thinking to activate higher level thinking. While some students are more creative that others, the Synectics Model has the ability to awaken the creative though in almost every student, by using guided techniques and activities. With this project, it's not about re-inventing the wheel but about thinking about things we are already familiar with in new ways. In other words, we will attempt to ignore paradigms and reexamine concepts from a fresh perspective. One key to doing this is to create a positive environment for all students where they can explore new ideas without the fear of judgment. This can be introduced to students through class brainstorming activities, or through individual activities designed to help students' learn in a more creative and fun way. This project is designed to elicit deeper levels of thinking by viewing old ideas from a new perspective and requires student to engage in meaningful dialogue with each other in an accepting atmosphere.
Project 1: My first project is a Curriculum Map that I developed for use in the 2nd grade. A Curriculum Map is a tool that allows teachers to keep track of skills their students have demonstrated as well as the content knowledge of curriculum instruction for the entire school year. While other products can help provide this information, the Curriculum Map provides it at a glance and helps define which goals re being achieved by any lesson. The Curriculum Map I developed is for 2nd Grade English Language Arts using Scott Foreman Reading Street program. It shows how I used the different levels of Bloom's Depth of Knowledge to show student level of comprehension. Though out the year this map suggests many ways to achieve DOK's through various activities. Also, the map has hyperlinks that allows the teacher to see precisely what the CCSS's require as an outcome.
Indicator 2: Incorporate differing viewpoints about content.
Project 2: This project is based on the Synectics Model, an instructional model designed to spark students' creativity and assist them in seeing old ideas in new ways. To accomplish this I will use several different forms of metaphoric thinking to activate higher level thinking. While some students are more creative that others, the Synectics Model has the ability to awaken the creative though in almost every student, by using guided techniques and activities. With this project, it's not about re-inventing the wheel but about thinking about things we are already familiar with in new ways. In other words, we will attempt to ignore paradigms and reexamine concepts from a fresh perspective. One key to doing this is to create a positive environment for all students where they can explore new ideas without the fear of judgment. This can be introduced to students through class brainstorming activities, or through individual activities designed to help students' learn in a more creative and fun way. This project is designed to elicit deeper levels of thinking by viewing old ideas from a new perspective and requires student to engage in meaningful dialogue with each other in an accepting atmosphere.
Indictor
3: Generating and Demonstrating Knowledge
Indictor 4: Make to Content Meaningful to Students
Project 3: I have demonstrated the Cause and Effect Method in project 3. This is a very hard concept for young students to due to developmental issues. To teach Cause and Effect I used a lesson on Sundials. This lesson will provide hands on experience by causally having the students record the position of the shadow on the sundial for a month. This data is compiled into their science journals and the classes results are then compared. This data is compiled into their journals and the classes results are then compared. Students will summarize their own findings and explain their interpretation of their data. The students discover, compare, analyze and defend their results, when this happens students are invested in the content. Ending results is that the students have real life meaning to the content.
Indictor 4: Make to Content Meaningful to Students
Project 3: I have demonstrated the Cause and Effect Method in project 3. This is a very hard concept for young students to due to developmental issues. To teach Cause and Effect I used a lesson on Sundials. This lesson will provide hands on experience by causally having the students record the position of the shadow on the sundial for a month. This data is compiled into their science journals and the classes results are then compared. This data is compiled into their journals and the classes results are then compared. Students will summarize their own findings and explain their interpretation of their data. The students discover, compare, analyze and defend their results, when this happens students are invested in the content. Ending results is that the students have real life meaning to the content.