1a Knowledge of Content and Pedagogy

Knowledge of content and the structure of the discipline. I need to understand the content I am planning to teach. I will learn how to manage my classroom to teach my students all they need to know and know how to control my classroom well.

Knowledge of prerequisite relationships. A prerequisite is something that the students must learn before teaching them the subject you are starting. As a teacher, I have to know if I should reteach the prerequisite subject.

Knowledge of content-related pedagogy. There are different styles of pedagogy based on the content. I will know how to respond well to my students and answer their questions. I will make sure my students understand the content by being clear with my lessons.

1b Demonstrating Knowledge of Students

Knowledge of child and adolescent development. We need to know how much child is developed at the age in which we are teaching. We need to be able to know how they learn at different stages of their lives.

Knowledge of the learning process. We must know the best way to teach our students and keep them actively engaged in learning.

Knowledge of students' skills, knowledge, and language proficiency. The students' lives outside school play a huge part in their learning. We must know about their background and how to help them best.

Knowledge of students' interests and cultural heritage. We must keep students engaged and a really good way to do that is to incorporate their interests. We also must incorporate areas of their culture in lessons, which is also a way to broaden their knowledge.

Knowledge of students' special needs. Some students learn differently than others. Some may struggle and some may excel. So we need to modify our lessons to our students' needs.

Value, Sequence, Alignment. Students need to be able to understand ideas from concept to concept. I will review between each concept and carry each idea into the next concept.

Clarity. Teachers must set expectations for their students. Before the lesson even starts, teachers must set an ideal outcome for their class. They should reach this outcome in order to proceed to the next concept

Balance. Outcomes should reflect the learning and the amount of knowledge the students retained.

Suitability for diverse students. Outcomes must apply to students with all types of learning disabilities and all gifted students.

Resources for Classroom Use. The materials we as teachers use must align with the learning outcomes. Using other methods of formative assessment, such as Google Forms, can be made fun for students, further encouraging them to want to learn.

Resources to Extend Content Knowledge and Pedagogy. Teachers need to find materials that available to further our professional knowledge. This can be achieved by reading articles or journals produced by other teachers. Also, we can listen to other teachers' podcasts and learn about their experiences or struggles.

Resources for Students. We must make sure the material is challenging enough for the students. The material must adequately judge the students comprehension.

This form to the right is a Google form I created for a teacher about a reward jar. It has plenty of options and photos to help the students choose their reward for filling the jar. Students will be able to fill out the form. It provides an effective way for teachers to get their students opinion in a fun and easy way for both parties.
I put this under element 1d because it is the use of resources and the extension of content. We as teachers should use as may resources as possible to make learning fun and informative for our students.
I will be using this method of formative assessment in my classroom because it is a great way to test students knowledge in a fun and engaging way. I want them to have a desire for learning and I want them to be excited about learning.

Learning Activities. We must design instruction that engages students and advance their learning through the content. We want students to want to learn and learn well. The best way to do that is through activites that they enjoy.

Instructional Materials and Resources. Materials and resources need to be appropriate for the students' learning needs. We should use resources that all students understand and make sure all of our students are comprehending the material.

Instructional Groups. When making students do things in groups, we must be intentional with our grouping. We must mix up students based on their ability, so they can learn from others in their groups and work together to complete the assignment.

Lesson and Unit Structure. The structure and organization should be clear and sequenced to advance students' learning. All lesson plans should be strategically mapped out. Lesson outcomes should match the objectives. There are several ways to achieve this element, but those listed above are a few of my favorites I plan to implement.

Congruence with Instructional Outcomes. The assessments must match the learning expectations laid out in your lesson plan objectives. We should reach our goals that we set previous to the lesson.

Criteria and Standards. The expectations for us as teachers and for our students must be clearly laid out. That can be on the board for them to see, on your lesson plan, or in a reflection journal.

Use for Planning. Results from assessment guide future planning. We can use the results of the assessment to figure out how we can better teach the material or if what we are doing is good. we can see if we need to go over a concept again or if we can move on to the next one.

Design of Formative Assessments. Assessments for learning must be planned as part of the instructional process. Formative assessment is an assessment that is not graded or is done as group work. It it meant to test students comprehension of a concept.