Standard+1


 * Standard 1 - Teachers Know the Subjects They Are Teaching ** The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

** Evidence 1 ** Truth Discussion and Presentation

The Truth Discussion and Presentation lesson was designed for a seventh grade Language Arts class. It was used as a preloading exercise prior to reading the novel, //Tangerine//, by Edward Bloor. The activity helped to focus students on the idea of theme in a novel as well as demonstrating how an active reader brings prior knowledge, understandings, and experiences to the text. By allowing students to free associate around a specific idea, in this case ‘truth’, they were better able to relate to the theme and their interest in reading the novel was roused.
 * Rationale **

The purpose of the lesson was to have students identify ideas and terms that relate to ‘truth’ – one of the themes found in the novel. Students used mapping technology to organize ideas in a logical format and design a web exemplifying a group understanding of the term. It was important for students to draw connections between their own notions of truth and the exploration of it by the main character in the novel. These types of text to world connections can help to bridge and solidify new concepts with prior understandings. In addition, students were able to employ verbal, written, and visual intelligences while constructing meaning through the use of both small and large group work, as well Inspiration mapping software.

This evidence is important to my development as a teacher in a number of ways. To begin, it shows that as a professional I am aware of best practices regarding my subject area. Additionally, it illustrates a way to implement technology in a relevant and useful manner. At the same time, I learned the significance of using multiple learning styles to address student needs. By allowing students to work with the material in a number of different ways, their learning successes were greater. They were better able to look for ideas in the novel that supported and contradicted their own understandings.

Understanding the reading process is crucial to teaching the subject. For this reason, it is important to keep abreast of the latest literacy research and methodology. Knowing the connections that active readers make when interacting with text and then instructing students how to make those connections is one of the elements of best practice reading instruction.
 * 1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. **

By utilizing students’ own experiences and understandings, they were better able to make more meaningful connections between the book’s theme and their own lives. In doing so, students more readily engaged in the learning process and were more likely to retain important information. Teacher-led discussion, Inspiration software, and group work all focused on a central concept by emphasizing different learning styles.
 * 1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings. **

Utilizing mapping software to record and look for connections between what students already know and what they are learning adds relevancy as well as interest to subject area content. They can see the development of a character from a novel and better relate to his or her motivations by looking through the lenses of their own lives.
 * 1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. **

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