Standard Two | Content Area and Pedagogical Knowledge
The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Artifacts:
Artifact One
Video: The Vietnam War in Context
Performance Indicator 2L: The competent teacher 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;
During my time in my CI 335: Educational Technology course, I created a video lesson on the Vietnam War in the context of U.S History during this time period. The video was created using JayCut, which is a video editor found online. It includes images, music, text, and a voice-over narration that all contribute in telling the story of the Vietnam War.
Performance Indicator 2L: The competent teacher 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;
During my time in my CI 335: Educational Technology course, I created a video lesson on the Vietnam War in the context of U.S History during this time period. The video was created using JayCut, which is a video editor found online. It includes images, music, text, and a voice-over narration that all contribute in telling the story of the Vietnam War.
Reflection on Vietnam Video Lesson
This video, created with the use of JayCut, illustrates my ability to meet Standard Two of the Illinois Professional Teaching Standards: Content Area and Pedagogical Knowledge. I chose this artifact because my creation of this video not only shows my knowledge on the Vietnam War era, but also my ability to deliver the content effectively. To add on to this, my use of JayCut demonstrates a fluency in technology as well as the ability to utilize technology to create more effective instruction. JayCut is a video editing tool that allows users to insert various media such as audio, images, and video, in order to create a movie out of the media. In this specific movie, I used songs and photographs to create an engaging presentation of the Vietnam War in the context of overall U.S History. I also included a narration of the events throughout this time period, using both a voiceover as well as written text within the movie. I feel that the video is an appropriate representation of this standard because it effectively delivers accurate and important historical information to students. I feel that this video highlights my growth as a teacher and how I have learned to use various tools and resources to create effective instruction.
Artifact 2
Civil Rights Movement Unit Activity
Knowledge Indicator 2B: The competent teacher understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;
While enrolled in CI404: Teaching and Assessing Secondary Education Students, I collaborated with another individual from my cohort in analyzing a chapter on the civil rights movement and brainstorming the most effective ways to teach this content. This document includes the big ideas found in the chapter, the common misconceptions students might have about this content, how we might address this misconceptions, and a graphic organizer as well as an online tool to help effectively teach this content.
Knowledge Indicator 2B: The competent teacher understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;
While enrolled in CI404: Teaching and Assessing Secondary Education Students, I collaborated with another individual from my cohort in analyzing a chapter on the civil rights movement and brainstorming the most effective ways to teach this content. This document includes the big ideas found in the chapter, the common misconceptions students might have about this content, how we might address this misconceptions, and a graphic organizer as well as an online tool to help effectively teach this content.
Reflection on Civil Rights Movement Unit Activity
This collaborative brainstorming activity on teaching a middle school unit on the Civil Rights Movement meet Standard Two of the Illinois Professional Teaching Standards: Content Area and Pedagogical Knowledge. I chose this document because it demonstrates by ability to recognize major historical concepts and assumptions and pull out big ideas for students to focus on. It also demonstrates how I can identify possible misconceptions and problems that students might have with the information within the unit, and create ways to overcome these issues. All of this illustrates my ability to take content that is to be taught in the classroom and successfully analyze it to plan effective ways of teaching it to students. In addition, this document demonstrates my ability to collaborate with other educators to create better lessons for my students.
For all of the above reasons, I feel that this artifact is an appropriate demonstration of my content area and pedagogical knowledge. Not only does the document I chose have ways to teach the unit on the civil rights movement and address misconceptions within it, but it also includes engaging activities and helpful graphic organizers that help in effective delivery of this content. As a whole, this document displays my growth as a teacher by showing how I can collaborate with others from my cohort to create plans on the meaningful teaching of specific content and ways to implement these plans.
For all of the above reasons, I feel that this artifact is an appropriate demonstration of my content area and pedagogical knowledge. Not only does the document I chose have ways to teach the unit on the civil rights movement and address misconceptions within it, but it also includes engaging activities and helpful graphic organizers that help in effective delivery of this content. As a whole, this document displays my growth as a teacher by showing how I can collaborate with others from my cohort to create plans on the meaningful teaching of specific content and ways to implement these plans.
© 2016 Yulia Cook | Last Updated: May, 2016