Content Knowledge
Standard 1: Content Knowledge To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.
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Standard 1: Rationale Researchers identify a strong relationship between teachers’ content knowledge and the achievement of their students. Three dimensions of content knowledge contribute to effective teaching: (1) deep knowledge of the academic disciplines related to the subjects of instruction, (2) an understanding of pedagogical content knowledge that is required to make the subject understandable and meaningful for all learners, and (3) knowledge of the state standards and district curriculum for subjects taught at particular instructional levels.
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I have been given many opportunities to deepen my knowledge in things through research and develop ways to help deepen my understanding of content that I can then present to learners in a meaningful and helpful way. Below are some of my personal examples and projects in which I used content knowledge.
The Struggle is Real Reflection
In this essay I was able to write about some of the difficulties I was facing during the semester due to the changes in school instruction due to the Covid-19 pandemic. This reflection allowed me to be open and free and express how I felt in my writing to my professor. In using content knowledge our experiences should relate to our subject matter. This reflection did just that and I hope to allow my students to also have the chance to express themselves in their work.
Case Study Analysis
In my Diversity of Learners and settings class I did a case study analysis project in which we read about a situation and came up with a response for how we as teachers should handle it. This was a good way to deepen our understanding of how to respond in real life scenarios and very much elaborated on our content knowledge.