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Standard 2 - 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.
Interview With a Cooperating Teacher Marissa Eckert Middle Grades Literacy.pdfDescription of Artifact: Attached here is a document containing my takeaways from an interview with one of my cooperating teachers about technology in the classroom. I conducted this interview at my field placement school through my Middle Grades Literacy course. This interview focused on the application of the National Educational Technology Standards for Teachers.
Connection to Standard: My interview with a cooperating teacher connects to Standard 2 Knowledge Indicator 2F) "knows how to access the tools and knowledge related to the latest findings (e.g., research, practice, methodologies) and technologies in the disciplines." I reflected on the technological skills that my cooperating teacher promoted in her classroom. I also reflected on the different digital platforms she incorporated in the classroom for different educational purposes.
What I Learned from this Artifact: Through this interview, I learned about a variety of technological resources that I could utilize in my own classroom for different purposes. These resources benefit a wide range of learning styles and needs.
Description of Artifact: This is an anchor chart that I created for turning improper fractions into mixed numbers using division facts, and turning mixed numbers into improper fractions using multiplication and addition.
Connection to Standard: This artifact connects to Standard 2 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." These are additional methods that I taught my students to apply to these concepts. I taught them other strategies that involved pulling out the parts and wholes, as well as utilizing visual models. Many students were confused by these strategies, and reteaching and reexplaining were not helpful to them. Therefore, I decided to teach these new strategies that involved students' multiplication and division facts. My students were very successful in solving these types of problems after learning these strategies.
What I Learned from this Artifact: I learned how my students best comprehend turning improper fractions into mixed numbers and turning mixed numbers into improper fractions. Also, I learned that reteaching and reexplaining the initial strategies are not always effective, and sometimes teaching entirely new strategies is necessary for students to be successful.
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