Element I-A-1. Subject Matter/Knowledge
Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.
What does this look like in practice? Our collective thoughts:
Memorial:
Clough:
Miscoe:
Nipmuc:
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Memorial:
- Students working independently and in small groups
- Students are able to explain what they are doing and what they are learning about
- Pre-assessment
- Clear objectives are communicated to students
- Student-driven instruction across the curriculum, so that it empowers students and allows for equity and differentiation
- Self-reflections from both students and teachers
- Post-assessment: formative and summative (formal and informal)
- Subject matter: the teacher is confident in answering questions and uses a variety of materials
- Pedagogy: the teacher capitalizes on multiple intelligences (through use of visual aids, hands-on activities, music, movement, & technology)
- Student Engagement: the teacher calls on a variety of students, uses appropriate wait time, cooperative learning, and differentiated instruction
- Small group collaboration
- Hands-on activities
- Use of manipulatives and technology
- Differentiated learning
- Clearly presented objectives
- Students replicate instruction
- Use of current research and best practices
- Multiple intelligence opportunities
- (Next four are 1st grade specific):
- Using decoding strategies to accurately read and write
- Consistently identify and spell sight words
- Applies one-to-one correspondence, #s 1-20
- Uses mathematical thinking to prove solutions to a variety of equations
- Implementation of a IBP
- Implementation & design of teaching strategies based on SCP
- Ongoing incidental teaching of previously mastered skills in the area of behavior and academics
Clough:
- Students actively involved in small group activities
- Teachers having the knowledge to adjust the activity as needed
- Instruction reinforces skills through the use of manipulatives and technology
- Students will be able to express knowledge of new ideas in a variety of ways (reading, writing, speaking, hands-on activities)
- Expanded knowledge of new language and vocabulary
- Dynamic lessons that build enthusiasm for the topic
- Visual aids to connect all areas of topic
- Different types of instruction (Use of technology, PowerPoints, SMARTboard, manipulatives, small groups)
- Breakdown of instruction (timed portions, large group/mini-lessons, student activity, reflection/wrap-up)
- Teacher presents/teaches several different methods (e.g., 2 or 3 ways to solve math problem, how to read independently, in partners, in literacy circles; experimenting in science; center work, written responses, group discussions)
- Accountability (students are progressing on given standards; assessments using guiding question, unit test, group check-ins, etc.)
- Students asking questions, participating in discussions, and responding appropriately
- Students using hands-on materials appropriately and purposefully
- Students showing enthusiasm for lessons/activities
- Teacher is actively involved in monitoring student progress and facilitates student learning
- Can be done in whole group setting, small group, partner work, and one-on-one
- Use of informal/formal assessment
- Teacher presents overview of topic/objectives/goals of unit
- Begin lesson
- Teacher incorporates models/scaffolding
- Students break up into small, collaborative groups
- Frequent teacher check-ins
- Student reflection on the activity
- Exit assessment
- Teacher reflection/adjustment/modifications
- Building on or providing background knowledge
- Multisensory/differentiated instruction
- Scaffolding/making connections
- Teacher check-ins/formative assessments
- Students are on task, actively engaged, participating
- Classroom routines are established and maintained
- Teacher offers opportunities for further exploration into the lesson (e.g., hands-on, conversation, group work)
- Teacher asks and discusses with class higher order thinking questions
- Differentiated instruction
- Heterogeneous grouping
- Use of an organized presentation/curriculum materials
- Students are engaged and interacting with content with teacher as a facilitator
- Students are focused- asking questions that are related to the content
- Students adjust their thinking as new content is introduced by teacher and peers
- Small groups/Individual/Whole class
- Use of hands-on activities and manipulatives
- Conversations are relevant
- Teacher is interacting with students (e.g., mini-lessons, small group lesson, individuals, checking in with students)
- Clear routines/expectations (students have jobs/roles and are self-sufficient)
Miscoe:
- Modeling
- Teach the skill to others/colleagues
- "Talk it Out"
- Being able to identify non-mastery of skill
- Identify -> Clarify --> Modify --> Redirect
- Engaged in the material (students)
- Teach the material multiple ways
- Creating your own material shows mastery
- Listing expectations
- Strategic grouping of students
- Multi-model instruction and learning
- Technology, hands-on, direct instruction, investigative
- Classroom structure
- "Doing"
- Able to verbalize what they're doing
- Observer should learn something about what they're "doing"
- Teacher is able to guide student to connect new content to prior knowledge
- Present material with well chosen examples and vivid and appropriate language
- Scaffold and differentiate in the moment
- Clear outcomes/expectations
- Have to see a full lesson (so nothing is taken out of context)
- Have to know knowledge to differentiate --> whole group --> small group - teacher check in --> student run
- Summarize at end - teacher or student directed
- Multimodal instruction
- Ability to apply taught concepts and skills to new situations
- Teacher is comfortable answering questions that lead to and facilitate higher level discussion and student work
- The ability to make changes based on student questions, etc.
- Being able to tell when they "don't get it"
- Being able to switch gears
- Knowing the overall outcome/objective of each lesson
- Knowing how to chunk the material into digestable pieces
- The activity fits the content/kid's needs
- A teacher who is flexible
- Variety of lessons and activities
- Student work which reflects choice
- Every day and class block is different
- Questioning techniques (teacher or student directed)
- A teacher with a degree and continue with professional development
- Student engagement in various activities, discussions and projects
- Respond to your students
- A well structured lesson (adapted many learning styles, multi-modal/current research, whole class-small group-independent (varies), modeling (clear direction), collaboration application, informed assessment)
- Student engagement (interacting with the teacher and each other, questioning/sharing/discussing, attentive body language, positive engery/safe environment)
Nipmuc:
- Interactive classroom
- Integration of content and making personal connections
- Students demonstrating different types of learning and access to the curriculum
- Constructive and deeper inquiry initiated by the students
- Teachers guiding and coaching for student learning
- Formative assessment (ongoing)
- Truthfulness (know - not know (get back))
- Correct pacing
- Current related event knowledge
- Good transitions - keep engagement
- Don't be afraid of first-time failure (academic risks)
- Be able to explain multiple ways mixture of activity types
- Individualized instruction (one-on-one)
- Peer discussion and evaluation
- Peer collaboration and feedback
- Student centered (not always teacher directed)
- Students asking questions
- Class/small group discussion
- Taking notes
- Open ended questions
- Use technology to implement skills learned in class
- Peer editing/teaching/presentations
- Observable collaboration
- Teacher is able to facilitate (direction of activity) discussions with multiple/all student participation
- (Spoken/written) communication/synthesize/collaboration
- Teacher has ability to provide guidance/directional framework of expectations
- Students are invested in learning
- Bring students to a point where they can assimilate information and facilitate discussions/activities/etc.
- A beginning-a middle-and end to what we are presenting
- Embedding those skills they need to learn from life skills to complex multi tasks
- Documented and discussed objectives tied to frameworks
- Varying methods of pedagogy according to subject matter
- Students fulfilling activities per direction - remaining on task
- Ability to communicate and demonstrate complex knowledge (formative and summative assessments)
- Project work
- Chaotic
- Class discussion
- Review game
- Student centered
- Problem solving/skill building activities
- Critical thinking/reflecting thinking activities
- Goal oriented
- Maintaining professional licensure (highly qualified)
- Competently answering student questions/concerns
- Observation using class materials, discussion and subject knowledge to foster inquisitiveness (observation - 2-way communication student chosen assessments)
- Emphasize critical thinking over rigid memorization (writing prompts, class discussions, research, etc.)
- Link smaller ideas/events to broader, more complex concepts (graphic organizers, presentations, open response)
- Student discussion (or topic)
- On task
- Actively asking questions
- Pushing kids to go beyond regurgating info - give more deeper explanations
- Majority of students are engaged
- Redirecting those off task
- Consistently following,adhering to rules and patterns of class
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