1b: Demonstrating Knowledge of Students

Teachers don’t teach content in the abstract; they teach it to students. In order to ensure student learning, therefore, teachers must know not only their content and its related pedagogy but also the students to whom they wish to teach that content. In ensuring student learning, teachers must appreciate what recent research in cognitive psychology has confirmed, namely, that students learn through active intellectual engagement with content. While there are patterns in cognitive, social, and emotional developmental stages typical of different age groups, students learn in their individual ways and may have gaps or misconceptions that the teacher needs to uncover in order to plan appropriate learning activities. In addition, students have lives beyond school—lives that include athletic and musical pursuits, activities in their neighborhoods, and family and cultural traditions. Students whose first language is not English, as well as students with other special needs, must be considered when a teacher is planning lessons and identifying resources to ensure that all students will be able to learn.

Danielson, C. 2013

Artifact 1b-1  Tired instruction

By designing targeted instruction for an individual student, I directly demonstrate my proficiency in Domain 1b: Demonstrating Knowledge of Students from the Danielson Framework. By creating personalized learning experiences tailored to a student's specific "skills, knowledge, language proficiency, interests, and funds of knowledge," I provide evidence of using comprehensive knowledge of students to "design appropriate and challenging learning experiences." This showcases my readiness as a student teacher to create an inclusive environment and "meet the varied needs of all students" through intentional, responsive instruction based on their diverse profiles. Documenting this process in my portfolio reinforces my competency in Domain 1b.