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.
What, Why, How to teach Social Studies
Fall of 2016 I had the opportunity to learn more about methods of teaching social studies. I wrote a paper on what I should teach in social studies, why I should teach social studies, and methods of how to teach social studies. The paper explains what I know about social studies and other pedagogical knowledge.
Social studies has 10 themes. One of these themes is modern technology, science and society. Technology is something that is changing consistently through time that students need to know how to compare. Technology is also a 21 century skills student should know how to use and be safe on. This concept relates to Illinois Professional Teaching Standard 2F that I "know how to access the tools and knowledge related to latest finding (e.g., research, practice, methodologies) and technologies in the disciplines". Technology is something the students need to learn how to use properly whether that is to practice a skill, organizing their calendars, or researching a topic. This skills that may be taught in social studies are lifelong learning skills that students will use again. Standard 2Q says that I "apply and adapt an array of content area literacy strategies to make all subject matter accessible to each student." In this paper I talk about methods of reading informational text and other ways to incorporate social studies into other subjects. What we teach, why we teach social studies, and how we teach social studies can change the students' view on what is happening in the world now.
I learned that all of these things need to be evident in a good social studies lesson. Students need to see social studies as a relevant topic to study that could impact their lives today. I have gone to many historical places that I could incorporate into my lessons as real life learning in my classroom. Social studies is also a place where I can incorporate other aspects of the students experiences in my classroom. If a student has gone to a historical place or is from a different culture we are learning about they might be able to teach the class more than I could on that topic.
I decided to study English as a Second Language (ESL) as my minor at Trinity Christian College. I have really loved learning how to reach these students specifically. Attached here is a table of different ESL program models, their description, language of instruction, positives and negatives of the program. These concepts and methods will help me reach ESL students in the future.
First and second language acquisition are different for each student. This table lists some strategies that I might be able to use in my future classroom. Illinois Professional Teaching Standard 2H says I should "understand the relationship among language acquisition (first and second), literacy development, and acquisition of academic content and skills". The knowledge I have on these models allow me to differentiate instruction for students to create meaningful learning experiences. Different strategies come with those different models allow me to change my instruction for students based on my interaction with them. Over my years at Trinity I took four classes specifically geared for ESL students. The second language acquisition usually takes a bit longer as the student goes through what is called the "silent period". In this time of acquisition the student should not be forced, but always encouraged, to talk because they are learning the language by listening. In the long run this strategy helps the students literacy skills. Students often learn the conversational aspect of their second language first as this is what they hear most. The academic language is harder for them to learn in correlation with the subjects they are learning. These students tend to learn visually with concepts along with the images.
Teaching students who are learning English takes a lot of careful and purposeful preparation. The student needs a lot of extra help but when they begin to be successful it is beneficial to see how much they grew and learned because of the purposeful methods, structures, and knowledge that I have planned for these students.