"Who dares to teach must never cease to learn."
John Cotton Dana
Content Knowledge Indicators:
- Demonstrates a clear understanding of the content being taught
- Elicits students' prior knowledge and makes connections to new concepts
- Uses multiple representations to illustrate concepts
- Discusses multiple viewpoints, theories, and methods of inquiry important to the understanding of the discipline
- Selects curricular materials that are accurate, in-depth, comprehensive, and appealing to the students
- Seeks out and uses supplementary materials that go beyond the text
- Develops and teaches interdisciplinary lessons as part of a larger unit
- Seeks out and uses other resources/research to develop own content expertise
My Interpretation:
A teacher with content knowledge is able to create engaging and insightful lesson plans and present them in a way which is appealing and creative. A content expert has a strong base knowledge in his/her teaching field, but is also always seeking a deeper understanding of the intricacies of his/her field. He/she is not bound to a narrow view of his/her teaching field, but is willing and eager to investigate differing viewpoints and present these viewpoints to students in an unbiased manner.
A content expert reaches beyond the school provided textbook to outside resources in the form of text, audio, video, primary source artifacts, webpages, and field trips. A content expert is able to provide evidence of his/her research and produce an understandable copy of his/her lesson plan that can be recreated by other educators.
A content expert reaches beyond the school provided textbook to outside resources in the form of text, audio, video, primary source artifacts, webpages, and field trips. A content expert is able to provide evidence of his/her research and produce an understandable copy of his/her lesson plan that can be recreated by other educators.
Middle School Artifact:
Articles of the Constitution Lesson Plan:
Rationale:
I chose this seventh grade lesson plan to demonstrate the competency of Content Knowledge at my Middle School placement. This multiple day lesson focuses on the seven Articles of the United States Constitution. Each student constructed a Four-Flap Book (3-D) Graphic Organizer and designed the cover around the title "Articles of the Constitution." This graphic organizer provided students with a way to break apart the seven Articles of the U.S. Constitution into more manageable pieces. In order for me to integrate this graphic organizer into the lesson, I first had to have a "...clear understanding of the content being taught." I needed to know all of the parts of the Constitution so I could instrute the students on where they should write each piece of information.
For this lesson I also "...use[d] resources/research to develop [my] own content expertise." The classroom textbook provided little explanation for the Articles of the Constitution, so I purchased Jerry Aten's book Our Living Constitution: Then and Now. Aten's book is formatted in a "...two-column layout. The paragraph, clause, or section of the Constitution as it was written appears in the left column; an explanation in language students will understand is found in the column on the right." (Aten, iv). I used this book to develop my PowerPoints for the lesson and to promote classroom discussion. I noticed early on that often the students were so focused on comprehending the LANGUAGE of the Constitution that they were unable to spend any time comprehending the MEANING of the Constitution.
My content knowledge about the Articles of the U.S. Constitution was limited when I began this unit, but all of the reseraching , studying, and teaching of this unit really improved my expertise in this area of social sciences.
For this lesson I also "...use[d] resources/research to develop [my] own content expertise." The classroom textbook provided little explanation for the Articles of the Constitution, so I purchased Jerry Aten's book Our Living Constitution: Then and Now. Aten's book is formatted in a "...two-column layout. The paragraph, clause, or section of the Constitution as it was written appears in the left column; an explanation in language students will understand is found in the column on the right." (Aten, iv). I used this book to develop my PowerPoints for the lesson and to promote classroom discussion. I noticed early on that often the students were so focused on comprehending the LANGUAGE of the Constitution that they were unable to spend any time comprehending the MEANING of the Constitution.
My content knowledge about the Articles of the U.S. Constitution was limited when I began this unit, but all of the reseraching , studying, and teaching of this unit really improved my expertise in this area of social sciences.
Reflection:
Both the students and I enjoyed this lesson. Students liked constructing the Four-Flap Book (3-D) Graphic Organizers and the opportunity to creatively decorate their books' covers. I liked all the daily discussions we had in class based on what we learned from the Consitution. Students participated in the daily PowerPoint "lectures" because I limited the number of notes to copy and incorportated several discussions that gave students the opportunity to link "...prior knowledge...to new comcepts."
If given the opportunity to teach this lesson again, I would extend the lesson by two days to allow for mini-lessons that take a more in-depth look at various sections of the Constitution. I think this would help students with overall concept attainment.
If given the opportunity to teach this lesson again, I would extend the lesson by two days to allow for mini-lessons that take a more in-depth look at various sections of the Constitution. I think this would help students with overall concept attainment.
Please click the file below to view my lesson plan.
| articles_of_the_us_constitution_lesson_plan.pdf |
Student Samples: Four-Flap Book (3-D) Graphic Organizers
Click on the images below to enlarge.
High School Artifact:
"Lest We Forget" - Union and Confederate Soldiers' Biographies Lesson Plan:
Rationale:
I chose this tenth grade lesson plan to demonstrate the competency of Content Knowledge at my High School placement. This lesson plan focuses on students writing a biography of either a Union or Confederate Civil War soldier. I gathered all of the soldiers' names from the Cole County Historic Society's website. Cole County is in Missouri, a Border State. During the Civil War, Missouri remained in the Union as a slave state, but Missouri's citizens were very divided. Often brother would fight against brother, or neighbor against neighbor. I chose Cole County, Missouri because I wanted to give students an opportunity to better understand the political division of Border States, as well as, an opportunity to research Union and Confederate soliders with a similar geographic background.
For me to design this lesson I had to have a "...clear understanding of the content being taught." I previewed all of the websites students used to conduct research for their biographies. I also read background information for each of the thirty-three Civil War soldiers I assigned to students. This lesson also provides students with an opportunity to discuss the Civil War from "...multiple viewpoints...," going beyond the textbook by using multiple internet sources and incorporating essay writing into the history classroom.
For me to design this lesson I had to have a "...clear understanding of the content being taught." I previewed all of the websites students used to conduct research for their biographies. I also read background information for each of the thirty-three Civil War soldiers I assigned to students. This lesson also provides students with an opportunity to discuss the Civil War from "...multiple viewpoints...," going beyond the textbook by using multiple internet sources and incorporating essay writing into the history classroom.
Reflection:
I really enjoyed this lesson and so did most of the students, but I did have several students tell me that this lesson was disconnected from our other lessons, focused too narrowly on one individual, and had nothing to do with their lives. I reflected on this feedback and decided that some adjustments to this lesson plan could alleviate some of these "problems."
I think that students should have had two or three days in the computer lab instead of just one. This would have given me more time to talk individually with each student and more closely monitor student progress. It also would have provided time for students to type their biographies in class, which would have allowed me to provide more guidance and assistance. Also, though we discussed in class the importance of understanding both the
macro- perspective and the micro- perspective of the Civil War, it would have benefitted the students to have a deeper lesson about the contribution of the individual to the war. Finally, I would have made a connection between the soldiers of the Civil War with the soldiers of modern war. This would help students make connections between this assignment and their lives.
Overall, the biographies that I graded were excellent. Most were properly formatted and contained all of the required information. I was very impressed.
I think that students should have had two or three days in the computer lab instead of just one. This would have given me more time to talk individually with each student and more closely monitor student progress. It also would have provided time for students to type their biographies in class, which would have allowed me to provide more guidance and assistance. Also, though we discussed in class the importance of understanding both the
macro- perspective and the micro- perspective of the Civil War, it would have benefitted the students to have a deeper lesson about the contribution of the individual to the war. Finally, I would have made a connection between the soldiers of the Civil War with the soldiers of modern war. This would help students make connections between this assignment and their lives.
Overall, the biographies that I graded were excellent. Most were properly formatted and contained all of the required information. I was very impressed.
Please click the files below to view my lesson plan, handouts, and student samples.
| civil_war_biographies_lesson_plan.pdf |
| student_samples_-_civil_war_biographies.pdf |
| civil_war_biographical_sketch_sheet.pdf |
| union_and_confederate_soldiers_names.pdf |
| civil_war_biography_rubric.pdf |
Teaching Field Exit Exam Scores (Praxis II):
Please click the file below to view my exam scores.
| praxis_ii_scores.pdf |
Home
