“Knowledge”

Do Now: As a teacher, what does this statement make think

about or feel: “He Who Can Does

He Who cannot Teaches” George Bernard Shaw

Knowledge

• What Knowledge is needed for teaching

• 5 minute College

Knowledge Claims

Sample Evidence

Claim 1: Students are intellectually rooted in the Liberal Arts and Sciences and the foundations of

education

Examples of Evidence

• - Student has successfully passed the LAST.• - Student has fulfilled concentration of 30 credit hours in the liberal arts

and sciences.• - Student demonstrates ability to link concepts and vocabulary in the

philosophical, historical, sociological, psychological and/or linguistic foundations of education to issues of teaching and learning. (TAL 812 or 811 Child study, papers in the Literacy class, TAL 822 assessment, plan based in linguistic theory [Dr. Baines class])

• - Student shows evidence of knowledge of liberal arts and sciences in lesson and course planning. (TAL 856: unit outline of an English unit; TAL 879: 10 lesson plan in subject area)

• Claim 3: Students use knowledge of strengths of urban families, schools, classrooms, and communities to create appropriate learning environments and to teach in urban settings.

Claim 2: Students use knowledge of self, theory, practice, and/or child development within sociocultural/linguistic

contexts to create appropriate learning environments and to teach in urban settings.

Examples of Evidence• - Student designs lessons and/or units that demonstrate

knowledge about children's development. (TAL 850: curriculum using a community resource)

• - Student creates classrooms that demonstrate an understanding of each student’s strengths (TAL 884D: review of practice if addresses differentiation; TAL 880: if paper involved differentaiton).

• - Student takes into consideration their students’ and their own sociocultural background in creating appropriate urban learning environments.

• - Student uses knowledge of inclusive teaching practices that are responsive to students’ cultural, linguistic, ability, and family differences.

Claim 3: Students use knowledge of strengths of urban families, schools, classrooms, and communities to create appropriate

learning environments and to teach in urban settings.

Examples of Evidence

• - Student demonstrates understanding of learners’ social, linguistic, cultural, and family backgrounds. (TAL 830: Background and context in Descriptive Review)

• - Student uses culturally and linguistically appropriate materials in designing instruction and creating the classroom environment. (asst of your vision a class that you would like to create)

• - Student elicits learners' cultural and linguistic background experiences to develop lessons. (TAL 854: final to create ideal environment)

• - Student uses community and/or family resources in teaching. (Paper in TAL 885D about how to make families partners)

• - Student can identify and analyze her/his assumptions about urban families, schools, classrooms, and communities. (TAL 879: paper about summer placement )

Claim 4: Students demonstrate ability to construct relevant and meaningful curriculum using varied resources and based on

New York State Standards.

Examples of Evidence• - Student designs curriculum that reflects NYS standards.• - Student designs curriculum that is substantive and

appropriately challenging.• - Student designs curriculum using varied resources (e.g.,

textual, media, human & community) to engage learners.• - Student designs curriculum that engages learners in higher-

level thinking.• Claim 5: Students demonstrate the ability to teach the

knowledge-base relevant to their teaching discipline as described in the New York State Standards.

Claim 5: Students demonstrate the ability to teach the knowledge-base relevant to their teaching discipline as

described in the New York State Standards.

• Examples of Evidence• - Student teaches content that reflects New York

State Standards. (Observation notes)• - Student teaches subject matter that is clear,

substantive, and appropriately challenging.• - Student engages students in learning activities using

methods appropriate to their discipline.• - Student uses informal and formal assessments to

inform their teaching. (Student work)

Claim 6: Students use multiple literacies to construct new knowledge.Examples of Evidence• - Student evidences an ability to identify and question her/his

assumptions about language variation.• - Student uses and understands different registers of

language, including academic discourse.• - Student accesses resources electronically and evaluates

them.• - Student uses discourse appropriate to the disciplines that

s/he teaches.• - Student demonstrates that s/he can represent knowledge or

concepts through multiple means, for example, visually, orally, and electronically.

Claim 7: Students integrate and use knowledge of self, family, school, community, and professional resources and literature to

construct knowledge.

Examples of Evidence• - Student uses autobiographical writing to construct

knowledge.• - Student uses interview and/or survey data to construct

knowledge.• - Student analyzes and uses data from web-based resources

to construct knowledge.• - Student analyzes and reflects on professional literature from

journals, books or other media to construct knowledge.• - Student knows how to gather and use information relevant

to teaching from community sources, parents, and/or school resources.

Asst 3 and Next Week

Please see handout