| The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. |
Fall 2007
Knowledge of content is critical to effective and efficient teaching. A deep knowledge of the content, will allow me to design lessons that not only increase student learning but also show connections between different content areas. Students will better understand the inter-related nature of subject areas. Through my ever-increasing knowledge of the content, I will continually appreciate that "subject matter knowledge is not a fixed body of facts but is complex and ever-evolving" (Standard 1 Disposition 1). I can then use these inter-relational connections to effectively use "multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings" (Standard 1 Performance 1).
Being knowledgeable in the field of Technology, I am skilled to design instruction that enhances student learning. The reputation of the school, students, and myself will be enhanced because of the confidence and knowledge I represent through my teaching.
It is my goal to be as knowledgeable about Technology as I can. I realize that I will not be able to know everything, nor do I even wish to know everything about Technology. The key to my success, as well as my students’ success, is the ability to know foundational concepts, which can be used to explore new topics. I want be knowledgeable enough that if I don’t know the answer, then I know where to look and the best method for finding the answers I seek, whether it is alone, with students, or with other professionals in the field.
Fall 2004
The basic idea behind this standard is that I must be knowledgeable of the subject matter that I will be teaching. This includes thoroughly understanding "major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) that he or she teaches" (Standard 1 Knowledge 1). By possessing a knowledge of these foundational ideas, I will be better able to realize that "subject matter knowledge is not a fixed body of facts but is complex and ever-evolving" (Standard 1 Disposition 1). When I understand the concepts and processes of inquiry that students use, I will be better able to effectively use "multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings" (Standard 1 Performance 1).
This standard is very important because it builds the foundation necessary for me to effectively teach students the curriculum and also help ensure that they are learning the material. When I understand the material, I will not only be looked upon as more knowledgeable but also perceived as more professional because of my deep understanding of concepts. Once I master the ideas outlined in this standard, I will become skilled because I will be able to take multiple facets of the learning experience to "create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas" (Standard 1 Performance 6). Through an understanding of the subject matter, the teacher is better able to direct students in learning experiences in which they can tie those same ideas into multiple subject areas for a more diverse perspective (Standard 1 Performance 5).
I think that I will be strong in my understanding of the central concepts and ways of knowing that are central to the discipline. I will be very knowledgable of the English content of the classes that I teach. I am concerned that a weakness will be exposed when understanding the processes of inquiry. It is my hope that the Educational Psychology class that I am taking next semester will help apprehend those fears.
In my primary and secondary education I had various teachers that did not posses a full understanding of the subject material that they were teaching. This limited the ability of students to learn from that particular teacher. In contrast, I have had some teachers who knew their subject material so well that they seemed to have "all the answers." These were the teachers who, when they did not know the answer, would go to nearly any length to find the answer. These particular teachers not only modeled INTASC Principle 1 but they also acted very professionally as stated in INTASC Principle 10. Through their professionalism, they afforded a unique respect from students and collegues. It is my belief that students place their confidence in those who are knowledgable. When someone appears knowledgeable about something it is natural for students and collegues to give them more respect and think more highly of those people.