2. Content Area of Pedagogical Knowledge

In class I use technology resources such as Google classroom, Seesaw, IXL, Freckle and PebbleGo. These resources support students with their learning by helping them to stay organized by keep all of their material in a safe space as well as helping them learn through practices for math, reading and research. In the IPTS 2L) it states, "that a competent teacher can, "demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines" Google classroom and Seesaw allow me to keep in contact with parents as well as make the students' work easily accessible from home and in school. IXL and freckle are online resources that are used during WIN time for students to practice their reading skills as well as math scores. IXL and Freckle are resources that use grade level appropriate practices that follow the common core and Illinois learning standards. IXL also assigns the students recommended work to practice skills that they have not mastered, as well as provides students with challenge problems. Using these resources encouraged students to teach themselves as well as to challenge themselves in both math and reading.

The IPTS standards state that the competent teacher, "understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines." In class I like to use Story Works magazines to engage students to think about different theories, inquire about different topics as well as form debates. Story Works provides the students with both interesting and fun stories that hook the students and keeps them interested. Some stories and activities that we have completed as a class includes a short article about gift wrapping. The activity from this story was to form an argument, "should we continue to use wrapping paper, or find an alternative for wrapping paper?" The students and I read the article as a group, identifying information for both sides of the arguments. The students then wrote their information in a chart and presented to our group. The students voted on the side that they agreed with and we discussed the reasons why. The reading activity prompted the students to inquire and think critically about real life situations.