Standard Two | Content Area and Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Artifacts
Fall 2010 | Personal Learning Network
Knowledge Indicator F: The competent teacher knows how to access the tools and knowledge related to latest findings and technologies in the disciplines.
During my CI 335: Educational Technology course, I set up a personal learning network that connects me to practitioners and innovators in the fields of English and education. Using Google Reader and RSS, I can be connected to people and information that can promote my growth in teaching, technology, classroom and personal management, and many others. My cohort and I also established a Networked Research space at Diigo to gather resources specific to the teaching of English.
Please review the Shared Items from my Personal Learning Network: http://www.google.com/reader/shared/dianeebutler7
Please explore our Networked Research Space: http://groups.diigo.com/group/uofienglish2012
Knowledge Indicator F: The competent teacher knows how to access the tools and knowledge related to latest findings and technologies in the disciplines.
During my CI 335: Educational Technology course, I set up a personal learning network that connects me to practitioners and innovators in the fields of English and education. Using Google Reader and RSS, I can be connected to people and information that can promote my growth in teaching, technology, classroom and personal management, and many others. My cohort and I also established a Networked Research space at Diigo to gather resources specific to the teaching of English.
Please review the Shared Items from my Personal Learning Network: http://www.google.com/reader/shared/dianeebutler7
Please explore our Networked Research Space: http://groups.diigo.com/group/uofienglish2012
Fall 2011 | Literature Circles Lesson Plan
Knowledge Indicator C: The competent teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards.
Performance Indicator F: The competent teacher facilitates learning experiences that make connections to other content areas and to life experiences
Knowledge Indicator C: The competent teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall) and ensures attention to these learning processes so that students can master content standards.
Performance Indicator F: The competent teacher facilitates learning experiences that make connections to other content areas and to life experiences
lesson_plan_a_-_lit_circles.docx | |
File Size: | 165 kb |
File Type: | docx |
Reflections
Fall 2010 | Personal Learning Network
My Personal Learning Network is a great example of how I am connected with the latest in ideas and advancements in the field of Education. Google Reader and RSS make it easy for me to use the Web to discover new and valuable teaching strategies and creative ideas - via other educator's blogs and Twitters, for example. Of this wealth of information, my cohort and I are already sharing items that are of special interest to us with each other through our Diigo Networked Research Space, meaning that we've begun to create a helpful, more condensed wiki of our own. My growth and development as a teacher will be bolstered by these resources because they will supply a constant source of new ideas and helpful hints that I may directly apply in my classroom.
My Personal Learning Network is a great example of how I am connected with the latest in ideas and advancements in the field of Education. Google Reader and RSS make it easy for me to use the Web to discover new and valuable teaching strategies and creative ideas - via other educator's blogs and Twitters, for example. Of this wealth of information, my cohort and I are already sharing items that are of special interest to us with each other through our Diigo Networked Research Space, meaning that we've begun to create a helpful, more condensed wiki of our own. My growth and development as a teacher will be bolstered by these resources because they will supply a constant source of new ideas and helpful hints that I may directly apply in my classroom.
Fall 2011 | Literature Circles Lesson Plan
This lesson plan using literature circles shows both a mastery of my content and my ability to individualize instruction to each of my students’ personal learning styles. To teach this Coming-of-Age unit, I’m having students learn in literature circles, a classroom structure that encourages students to engage with their text on their own terms by giving them more autonomy and responsibility in their reading experience. Students will also learn to work with each other in a more direct way in their literature circles, giving them the chance to encounter and appreciate the diversity of their peers. Overall, then, my choice to implement literature circles in my classroom shows that I am anticipating students’ learning needs.
In this particular literature circle lesson, students will work together with their groups to create a summary of their novel in graphic organizer form, paying particular attention to choosing an appropriate organizational method for their book’s plot structure and emphasizing what they feel is the main plot point. Then, students will present their organizers to the class and journal individually on a real-life connection to the main plot point they’ve discovered. These differentiated methods of instruction are all intended to solidify to students a summary of their book, yet they also give students multiple ways to understand that summary (through discussion with group, physical representation in graphic organizer, explanation to class, and connection to students’ own lives). Therefore, through this lesson plan, I model my own mastery of the material via introducing it to students in a variety of ways.
This lesson plan using literature circles shows both a mastery of my content and my ability to individualize instruction to each of my students’ personal learning styles. To teach this Coming-of-Age unit, I’m having students learn in literature circles, a classroom structure that encourages students to engage with their text on their own terms by giving them more autonomy and responsibility in their reading experience. Students will also learn to work with each other in a more direct way in their literature circles, giving them the chance to encounter and appreciate the diversity of their peers. Overall, then, my choice to implement literature circles in my classroom shows that I am anticipating students’ learning needs.
In this particular literature circle lesson, students will work together with their groups to create a summary of their novel in graphic organizer form, paying particular attention to choosing an appropriate organizational method for their book’s plot structure and emphasizing what they feel is the main plot point. Then, students will present their organizers to the class and journal individually on a real-life connection to the main plot point they’ve discovered. These differentiated methods of instruction are all intended to solidify to students a summary of their book, yet they also give students multiple ways to understand that summary (through discussion with group, physical representation in graphic organizer, explanation to class, and connection to students’ own lives). Therefore, through this lesson plan, I model my own mastery of the material via introducing it to students in a variety of ways.