Domain A
Organizing Content Knowledge for Student Learning
Reflection
The proper organization of content knowledge is essential if I am to anticipate that my students will learn what they are taught. I must properly scaffold the information so they may see the connections between what they already know, what they have learned in their other classes, and what I hope them to gain from any lesson. Critical to scaffolding is the focus of my lessons, during which I tap into student background knowledge, relate it to what they already know, and set them on the path of discovery for the day’s lesson. Yet, this is just one piece of the puzzle. All lessons must contain age appropriate learner objectives. Without these guiding forces we are wandering blind and can not hope to fully meet the state standards. Not all students learn in the same way; I rotate my teaching methods as often as possible in hopes of reaching all students some of the time. Just as not all students learn the same way, not all students can be assessed the same way. By providing various forms of assessment, I give my students a chance for success.
A1 -
Becoming familiar with relevant aspects of students' background knowledge and
experiences
Evidence:
Knowledgeable about student files, Student
Knowledge Surveys
A2 -
Articulating clear learning goals for the lesson that are appropriate to the
students
Evidence:
Each lesson is designed with student-oriented learner outcomes. Lesson
Plans align with state standards.
Objectives of the day are outlined at the beginning of class.
Yes, I
think we understand the goals and everything in class. . . . She has everything we want to accomplish in
that class period written on the board.
–Adele—French II, PASMT 2/2004
A3 -
Demonstrating an understanding of the connections between the content that was
learned previously, the current content, and the content that remains to be
learned in the future
Evidence: In all classes, mastery of previous material
is essential for following lesson. View lesson on Francais
est Le Langue D’amour for specific examples.
Teacher
called on past familiarity with the new words which students should recall from
ordering food and Valentine’s activities.
–Shannon Davis—English Teacher observed French I, PASMT
We
wouldn’t have progress if she didn’t [connect learning]. –James—French I,
PASMT 2/2004
A4 -
Creating or selecting teaching methods, learning activities, and instructional
material and resources that are appropriate to the students and that are
aligned with the goals of the lesson
Evidence: Integrated Thematic Unit: Français est La Langue D’amour; Discussion : WWI; Direct
with PowerPoint : The California Gold Rush ; Webquest: Protest in
Song; Cooperative: The Growth of Big Business; Concept Attainment: Jazz
Music.
The
variety of oral, written and physical activities seems to be very good!
–Shannon Davis—English Teacher observed French I, PASMT
A5 - Creating or selecting evaluation strategies
that are appropriate for the students and that are aligned with the goals of
the lesson
Evidence: Informal Assessment: Closure of any lesson; Formal Assessment: French
Food Vocabulary; Project Rubric: Francophone
Suitcase; Portfolio Assessment: Français est La Langue D’amour