Embedded Files
Standard #4 Content Knowledge:
Standard #4 Content Knowledge:
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners
Meeting this standard means that the teacher can understand and use different ways of students to learn through a variety of ways. The teacher shows they have a deep enough knowledge about the discipline she is teaching to ensure the lesson is accessible and meaningful to students.
4 (L) Knows and uses the academic language of the discipline and knows how to make it accessible to learners.
Description
This artifact is a writing checklist that students refer back to when working on their writing folders. It has bullet points with each expectation as well as a clipart image that students understand without reading. The other expectation that is posted is a quote that says “when you think you're done you've just begun.” This was introduced to the class in a group discussion where I went through and explained what this meant and provided examples. I then hung it next to our writing expectations so if needed the students or I can refer back to it when needed for an extra reminder.
Rationale
This artifact is a good example of how I met this indicator. I am using the academic language that is familiar to the students during their writing time. This is all familiar to them because I introduced these keywords when students writing journals were first introduced. I also made it a point to review this checklist guide with the students keying in on the key academic language that has been integrated into the writing discipline. I decided to hang it right next to the students' writing centers to make it accessible for them during their writing time. This allows the students to be independent with their work because they are familiar with the language used in the checklist and they are visually reminded of it every time they go to retrieve their writing journals.
4 (d) Stimulates student reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.
Description
This lesson plan was a part of my TWS. It was my second implemented lesson for that unit. It focused on weak vs strong pushes and pulls. The students were given an egg carton and a popsicle stick. They had to figure out the strength and force needed to get the popsicle stick through the egg carton by pushing and pulling. The students then explained verbally to me what they did as I wrote their responses verbatim while the students used their iPads to capture an image of their work.
Rationale
This lesson is an example of how I met this standard and indicator because I am using the self-assessment and formative assessments to see the children's prior knowledge of the content being presented. I am linking the concept (motion) presented yesterday to the lesson today (push and pull) which is working with a familiar concept and making a connection with the students learning from a previous lesson. The unit is based off from the Next Generation Science Standards. With these standards, I was stimulating student reflection by designing specific questions for the review period of the lesson. Before starting a new section of the unit the information that has already been presented in the past lessons is reviewed so students have a refresher to use the past tools given to help with the lesson that they are being introduced to.
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