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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
Energy Transfers in Kayaking
In one of my earlier lessons in student teaching, on energy transfers, I shared with a student one of my favorite hobbies--Kayaking. To connect with our reading about how energy is all around us and transferred to different objects in everyday life; I shared a picture of me kayaking. This follows knowledge indicator 2D "understands the relationship of knowledge within the disciplines to other content areas and to life applications' ' (IL knowledge indicator 2D). This demonstrates my ability to connect concepts being taught to everyday life application in the real world.
This also was a great way to have my students get to know me as a teacher better. My example of kayaking was not the only example my students and I discussed. We used toys to show other types of energy transfers per the curriculum. Showing my ability to follow performance indicator 2M "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'' (IL performance indicator 2M). Using both the examples of toys and me, kayaking students were able to understand the different types of energy transfers in everyday life. Students saw the relationships between the different transfers allow energy to move through light, motion and sound in objects.
Exit tickets
These exit tickets were from a reading lesson about Earthquakes. I made these to follow up a lesson where students read the book Earthquakes. This was meant to be a quick formative assessment to gauge students' knowledge after reading. Where students are able to draw and cite answers to show understanding. I wanted to give students an opportunity to showcase their knowledge after reading through drawing. This is apart of the knowledge indicator 2C "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) 2 and ensures attention to these learning processes so that students can master content standards" (IL Knowledge indicator 2C). This demonstrates my abilities to help students recall and explain information in many formats, to show levels of understanding on a given topic.
The reason I used drawing is because many of my students struggle with writing and restating a question, which we worked on later in the year. Drawing helped them show me mastery and understanding levels. That follows Performance indicator 2Q "applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student" Using drawing made it easy for students to explain "what happens in an Earthquake '' and so that they comprehend the text. This was a quick formative that helped me gauge students' levels and abilities to retell and refer to the text for support.
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