2. Content Area and Pedagogical Knowledge

This paper is an outline of how reading should be incorporated into every discipline. It provides ways that teachers can incorporate literacy goals and also provides reasons why disciplinary literacy is essential to the understanding of the discipline itself. Since every discipline is different, members of that discipline read in different ways. Teachers are tasked with the job of teaching their students how to read in different disciplines in order to fully understand the discipline. This paper is a guide for teachers in how to include disciplinary literacy into their discipline.

This paper shows understanding of “theories and philosophies of learning and human development” (Standard 2, Knowledge Indicators, 2A) because it outlines the unique aspects of each discipline that make each discipline different from every other discipline. If students are taught how to read in a certain discipline, learning will come more naturally to them in that discipline. In mathematics, for example, experts read charts, diagrams, words, and numbers with the purpose of solving problems with logical solutions. In literature, experts read poems, stories, plays, and other works with many purposes in mind. Experts in both disciplines read completely different materials in completely different ways. Secondly, this paper shows that I understand “the cognitive processes associated with various kinds of learning” (Standard 2, Knowledge Indicator, 2C). In math, experts look for numerical logic. Does the solution make sense? Is the process to find the solution logical? In literature, numerical logic does not apply so much. There are different cognitive processes performed in the different disciplines.

As of halfway through my junior year, I have begun my education content classes. Already I have learned the different areas of each discipline that are difficult for students. Some students perform very well in math, but English classes are challenging for them. Some students have a knack for history, but science classes are too hard to comprehend. Teaching students how to read in each discipline, what to look for, and how to think critically in each discipline will make the class easier and more rewarding. There are still content area courses I have yet to take, but it is important to understand the different areas and their different literary goals.

This lesson is part of a science unit on arctic animals and taught my first grade students about penguins. The lesson begins by the students being read a short nonfiction picture book about penguins. It includes information about a penguin's habitat, food, and life cycle. Next, the students will participate in a "live science" experiment. First, students place their bare hands into a bowl of icy water for ten seconds. Next, the students wear a "blubber glove" and place their hands into the icy water for ten seconds. This experience teaches that blubber is something that God gave penguins to protect them from the cold water and keep them warm. After the experiment, the students will read a short grade-level passage about penguins and answer comprehension questions. To end the lesson, the teacher will read the students a funny penguin story.

Knowledge Indicator 2E says that the competent teacher "understands how diverse student characteristics and abilities affect processes of inquiry and influence patterns of learning." This lesson plan shows that I am competent in this area because it uses multiple modes of learning. It uses visual learning (picture of penguins), multi-sensory learning (blubber experience), and learning through reading (reading the penguin passage and answering comprehension questions). Performance Indicator 2M says that the competent teacher "uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings." This lesson plan shows I am competent in this area because I use multiple learning modes to reach every student. I understand that every student learns differently; that is why I chose a variety of modes to teach them.

From this lesson plan, I learned that when students get to use hands-on activities, they are more engaged in the lesson material. When my students participated in the live science experiment, they loved seeing how blubber actually works on their own hands. They also learned that God created certain animals for their specific habitats and gave the animals the things they need to survive.