| Content and Pedagogy |
 |
|
In addition to knowing his/her students, the effective teacher has an organized command of the content knowledge related to his/her area of expertise. S/he understands fundamental concepts and essential questions that direct study of the field. S/he also understands connections between those concepts and has a firm grasp of processes used for study within the discipline. Furthermore, the effective teacher is familiar with misconceptions learners frequently bring to the subject matter and has an arsenal of strategies for identifying and correcting those misconceptions.
In the STANDARDS page of The Stories in History unit study I demonstrated my understanding of core content and how that content is reflected in international and local standards. I identify content that extends across the curriculum integrating learning of several content areas into a single unit of study for deeper understanding and optimal transfer. In the PROCESS portion of The Stories in History unit study, I plan many activities that are designed to build background knowledge and skills for learners. This demonstrates my ability to plan instruction with awareness of possible misconceptions and important prerequisite understanding students must develop in order to achieve the final product. In directed Reading Response 12 for chapters 10 & 11 of How People Learn (Bransford et. al., 2000) my summary of research in the science of learning demonstrates a deep understanding of the current research on best pedagogical practices I also demonstrate a deep understanding and application of learning theory in my critique of Activating and Engaging Habits of Mind (Costa & Kallick, 2000) which surveys the research base for the book and evaluates the books� content using these criteria. |
| Standard I- The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. |
 |
| The beginning teacher knows and understands:
1.7k the importance of the state content and performance standards as outlined in the Texas Essential Knowledge and Skills (TEKS); 1.8k relevant content of the discipline being taught, including concepts, principles, relationships, methods of inquiry, and key issues; 1.9k the significance of the vertical alignment of content, including prerequisite knowledge and skills; 1.10k how lesson content and skills connect with other disciplines and within the discipline; and 1.11k current research on best pedagogical practices. |
| The beginning teacher is able to:
1..6s use the Texas Essential Knowledge and Skills (TEKS) to plan instruction; 1.7s exhibit appropriate knowledge of a subject to promote student learning; 1.8s demonstrate awareness of common student misconceptions or likely sources of student error in relation to particular content; 1.9s plan instruction that reflects an understanding of important prerequisite relationships; 1.10s plan instruction that makes connections within the discipline and across disciplines; and 1.11s use a variety of pedagogical techniques to convey information and teach skills. |
|
|
| Reflection and Evidence |
|