Teachers must have command of the subjects they teach. They must know what to discipline and what not to discipline. Teachers need to have control of their classrooms, being able to advance student understanding. They should be familiar with different approaches to different types of discipline. They should not only know their content but also be advanced in it.
There are three elements for component 1a that help better define the component. Knowledge of content and the structure of discipline, this helps teachers be more well-rounded and efficient in their discipline. Knowledge of prerequisite relationships, a basic relation among concepts in cognition and other areas that should be used in designing lessons and units. Knowledge of content-related pedagogy, what is most effective for when discipline? Teachers who act out good knowledge of content and pedagogy have lesson and unit plans that reflect important concepts in the discipline and accommodate prerequisite relationships. They have clear and accurate explanations with accurate answers to questions. They should be able to give feedback that furthers learning and give connections in different plans and practices. |
You can also demonstrate your knowledge of your students through adapting worksheets and handouts to better accommodate for them. In my work samples I demonstrated how I changed a handout to accommodate for English language learners.
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Teachers must not only know their content, but also the students who they teach said content to. They should be able to recognize that students learn through active engagement with content, learning from their individual ways. Teachers need to be able to fill in the gaps. Teachers must be able to accommodate for students and their different activities, cultures, backgrounds, and special needs. In order to do this, teachers must know their students.
There are five elements to component 1b. Knowledge of child and adolescent development, students learn differently depending on their level of cognitive development. Knowledge of the learning process, it requires active engagement. Knowledge of students’ skills, knowledge, and language proficiency, their lives beyond school that influences their learning. Knowledge of students’ interests and cultural heritage, also influences their learning. Knowledge of students; special needs, all students learn differently. Teachers that demonstrate 1a should know students interests and needs, participate in community cultural events, design opportunities for families to share their heritage, and adapt their lessons for students with special needs. |
As teachers we need to make sure that we identify exactly what students will be expected to learn. Our instructional outcomes should reflect important learning and must use various forms of assessment. This allows all students to be able to demonstrate their understanding of the content. There are many different learning outcomes, factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. It is important that we know what we expect our students to learn so that we can stay on track in the classroom.
Component 1c has four different elements. Value, sequence, and alignment, states a students must be able to build their understandings of important ideas. Clarity, outcomes must refer to what students will learn. Balance, outcomes should reflect different types of learning. Suitability of diverse students, outcomes must be adaptable for all students in the classroom. A teacher who has a strong sense of component 1c shows statements of student learning, outcomes central to the content, assessment of student knowledge, and alternative outcomes for students with varied ability. |
As a teacher it is important to be able to use our resources. Such as material provided by the school or materials secured by the teachers themselves. There are different categories of resources: ones used in class by students, ones used beyond the classroom to enhance student learning, ones for teachers to further their knowledge and skills, and ones that provide noninstructional help to students. Selecting resources is very important, they must align directly with the learning outcomes and be available to students. Teachers must know their students to be able to pick out resources that challenge them and successfully demonstrate understanding of the materials. Resources are a great way to engage students and promote the love for learning.
There are three elements of component 1d. Resources for classroom use, materials that align with the learning outcomes. Resources to extend content knowledge and pedagogy, materials used to further teachers’ professional knowledge. Resources for students, materials are appropriately challenging. Good indicators of component 1d are using district-provided materials, using a range of texts, having guest speakers, using internet resources, having materials from professional organizations, and using community resources. |
As teachers we need to be able to design instruction that is understandable, reflecting on our knowledge of our content, the students in our class, the intended outcomes, and the available resources. We must understand the state and the surround district, along with the schools’ requirements for student learning. We must also be able to understand the characteristics of the students to best teach them. We may need to reconstruct lessons, so they contain learning needs for various student groups. Once we have this plan for our students made, we can put it to work using Domain 3.
Component 1e has four elements that break up the entirety of the component. Learning activities, this instruction is designed to engage and advanced students and their learning. Instructional materials and resources, what is appropriate for the learning needs of the students. Instructional groups, intentional groups that are organized to support student learning. Lesson and unit structure, making sure organization is clear and sequenced to advance students’ learning. A teacher that shows a good sense of component 1e makes sure that lessons are supported by instructional outcomes. They use instructional maps and activities that represent higher-level thinking. They favor student choice and use many resources. Their lesson plans should be structured neatly and have various learning needs. You can design coherent instruction for your multilingual learners by creating an adaptive lesson plan that supports them. In work samples I created a lesson plan to support these students |
As a teacher we need to have both assessment of learning and assessment for learning. Assessment of learning shows the students have learned the instructional outcomes. They provided evidence of the full range of learning outcomes, and it assesses reasoning skills and factual knowledge. This can be referred to as summative assessment, such as test or quizzes. Assessment for learning allows teachers to use assessments during the instructional process. This is also referred to as formative assessment, such as questioning, think, pair share, or hands up if. This assessment must be designed as part of the planning process, so you do not forget to use them. This is an important component because you need to know where your students are, are they learning everything you want them to? Assessment is the perfect way to find out if you are doing your job.
There are four elements of component 1f. Congruence with instructional outcomes, assessments match the learning expectations. Criteria and standards, expectations are clearly defined. Design of formative assessments, assessments for learning must be planned in advance. Use for planning, results of assessment are a guide for future planning. A teacher who demonstrates designing student assessments creates lesson plans indicating the correspondence between assessments and instructional outcomes, uses assessment types suitable for the style of outcome, modifies assessment for individual students, has clear expectations, and offers a variety of performance opportunities to their students. |