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 & Reflection
Both artifacts pertain to Standard Two: Content Area and Pedagogical Knowledge. These artifacts are appropriate because they demonstrate my diverse historical content areas and teaching pedagogical knowledge.
The first artifact is a research paper about the portrayal of women in Egyptian Art. This applies to Knowledge Indicator F: Knows how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and technologies in the disciplines AND Knowledge Indicator C: Understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall)
This artifact demonstrates my understanding of how to conduct historical research using both primary and secondary sources to support an original thesis. This process demonstrates my understanding of historical data and analysis, a skill demonstrated from Indicator F. Using the skills acquired to construct and write this paper, I will be able to teach my own students how to research and think historically, an important skill in higher level thinking and understanding, a skill demonstrated from Indicator C. I also gained content knowledge in two humanities content areas: art and women & gender studies. The fusion of these additional content areas into history demonstrates my interdisciplinary pedagogy. This artifact demonstrates growth because my earlier history papers lacked thorough research, and they did not include areas beyond historical content. The development of my researching skills is vital for continued learning about content areas I will teach in my curriculum. This skill will continue to assist my education in technology, new content research, and current findings.
The second artifact is a lesson about Civil Rights Legislation. This artifact applies to Performance Indicator C: Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines AND Performance Indicator F: Facilitates learning experiences that make connections to other content areas and to life experiences
This artifact demonstrates my understanding of creating purpose in lesson objectives, adjusting classroom instruction to diverse student characteristics through differentiation, and formatively evaluating concepts to insure student understanding. In my objectives and lesson instruction, there is both exploration and critical assessment of information that supports Indicator C. This artifact also demonstrates my ability to connect historical content to the everyday life of the students while practicing literary and analytical skills independently then sharing in a group discussion, which supports Indicator F. In this lesson, students must answer an inquiry-based question about how past and current legislation is enforced in theory versus reality. The examples used in this example are related to special education programs and admission opportunities for minority students at the college level. These are programs that many of the students can relate to. This evaluation, post-teaching, helps me improve my lesson plans as well as my classroom delivery methods. This artifact demonstrates growth because I have engaged in active evaluation of my own instructional practices. This active evaluation is vital for continued teacher growth and student achievement.
The first artifact is a research paper about the portrayal of women in Egyptian Art. This applies to Knowledge Indicator F: Knows how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies) and technologies in the disciplines AND Knowledge Indicator C: Understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and recall)
This artifact demonstrates my understanding of how to conduct historical research using both primary and secondary sources to support an original thesis. This process demonstrates my understanding of historical data and analysis, a skill demonstrated from Indicator F. Using the skills acquired to construct and write this paper, I will be able to teach my own students how to research and think historically, an important skill in higher level thinking and understanding, a skill demonstrated from Indicator C. I also gained content knowledge in two humanities content areas: art and women & gender studies. The fusion of these additional content areas into history demonstrates my interdisciplinary pedagogy. This artifact demonstrates growth because my earlier history papers lacked thorough research, and they did not include areas beyond historical content. The development of my researching skills is vital for continued learning about content areas I will teach in my curriculum. This skill will continue to assist my education in technology, new content research, and current findings.
The second artifact is a lesson about Civil Rights Legislation. This artifact applies to Performance Indicator C: Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines AND Performance Indicator F: Facilitates learning experiences that make connections to other content areas and to life experiences
This artifact demonstrates my understanding of creating purpose in lesson objectives, adjusting classroom instruction to diverse student characteristics through differentiation, and formatively evaluating concepts to insure student understanding. In my objectives and lesson instruction, there is both exploration and critical assessment of information that supports Indicator C. This artifact also demonstrates my ability to connect historical content to the everyday life of the students while practicing literary and analytical skills independently then sharing in a group discussion, which supports Indicator F. In this lesson, students must answer an inquiry-based question about how past and current legislation is enforced in theory versus reality. The examples used in this example are related to special education programs and admission opportunities for minority students at the college level. These are programs that many of the students can relate to. This evaluation, post-teaching, helps me improve my lesson plans as well as my classroom delivery methods. This artifact demonstrates growth because I have engaged in active evaluation of my own instructional practices. This active evaluation is vital for continued teacher growth and student achievement.