MSFE TEPG Module 6

Standard Indicator 2.2Pedagogical Content Knowledge

Teachers know the subjects they teach and how to teach those subjects to students.

Module Outcomes

Participants will:● Deepen understanding of the practices and performance levels related to

Standard Indicator 2.2 - Pedagogical Content Knowledge

● Demonstrate understanding of the purpose of a scoring rationale and apply this knowledge to determine a performance level for a teaching scenario

● Identify teaching practices related to Standard Indicator 2.2 in a video segment

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As You View the Video Identify Key Elements of Teacher Practice that Align with Standard Indicator 2.2

Use with Slide 8: TC Video: Interpreting Ancient Art in MS Social Studies (10 min.)

■ Knowledge of available curricular resources and effort to keep current with the growing body of curricular materials and instructional tools and technologies;

■ Knowledge of which aspects of the subject matter to emphasize and the most appropriate strategies and approaches for delivering the subject matter to students;

■ Understanding that both teacher-directed and student-directed learning have value;

■ Use of questioning strategies such as open-ended probing, redirection, or reinforcement to extend student thinking beyond the knowledge and comprehension levels and promote student discourse; and

■ Awareness of common misconceptions and instructional strategies/approaches for addressing them.

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Rubric Performance Levels Standard Indicator 2.2 - Companion Guide Page 165

Developing a Scoring Rationale:

This teaching example best aligns with performance level _______ because….

It is not yet a level ______ (one level above) because….

And, it is beyond a level ______ (one level below) because….

Incorporate language from the rubric and critical attributes to support rationale.

Create a Scenario of Effective or Distinguished Practice

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Read the following two teaching scenarios. Choose a scenario to recreate. Use language from the rubric and the critical attributes for performance levels 3 and 4 as you create your scenario.

Option 1:

The learning target for the 2nd grade math lesson is “I can describe basic shapes and compare them to one another.” The students are looking at pages in their text to identify shapes and discuss how they are alike and different.

Rewrite the above scenario so it meets the criteria for a performance level of 3 or 4:

Option 2:

The learning target for the foreign language class is, “I can communicate orally with fluency using appropriate vocabulary.” The class has been learning to speak fluently during conversations in different situations and places. Today’s situation is a conversation that takes place in a restaurant. Participants are asked to work with a partner and begin their conversation. The teacher walks around and listens in on the conversations.

Rewrite the above scenario so it meets the criteria for a performance level of 3 or 4:

When complete, share with another partner group. Discuss the differences between a level 3 and 4.

Apply Your Understanding of Standard Indicator 2.24

Use with Slide 20: Vimeo clip: Gr. 5 Math: Grappling with a Math Problem (8 min.)

As you prepare to view the video look at page 57 in the Companion Guide. On the chart below record practices observed in this teaching segment that align with the key elements of teacher practice in Standard Indicator 2.2.With a partner read together the questions for reflection and planning. Share examples from the observation that respond to each question.

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A Beginning List of Related Resources

Teaching Strategies

Defining best practices in Educationhttp://www.edutopia.org/blog/defining-best-practice-teaching-rebecca-alber

Teaching Strategieshttp://www.edutopia.org/blogs/tag/teaching-strategies

Instructional Strategieshttp://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approaches

The Case for Fully Guided Instructionhttp://www.aft.org/sites/default/files/periodicals/Clark.pdf

Tools for Teaching: How to Transform Direct Instructionhttp://www.edutopia.org/blog/tools-for-teaching-transform-direct-instruction-constructivism-rebecca-alber

Robert Marzano Research Website - http://www.marzanoresearch.com/robert-j-marzano

Models of Teaching 9th Edition – Joyce, Weil and Calhoun

In this classic resource, pre-service and new teachers get well-developed approaches to teaching, grounded in research and experience and designed to ensure the high levels of learning they are intended to generate. With the goal of providing the strongest positive effect on student achievement while keeping in line with the current emphasis on standards-based education, Models of Teaching pairs rationale and research with real-world examples and applications to provide a strong foundation for future and new educators. http://modelsofteaching.org/

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Strategies for student led discussionsInquiry Based Learning – Encouraging Student Voicehttps://www.teachingchannel.org/videos/involving-students-with-inquiry-based-teachinghttps://www.teachingchannel.org/videos/reasons-for-inquiry-based-teachinghttps://www.teachingchannel.org/videos/reasons-for-inquiry-based-teachinghttps://www.teachingchannel.org/videos/inquiry-based-teaching-powerful-ideas

Strategies for Student Centered Discussionhttps://www.teachingchannel.org/videos/strategies-for-student-centered-discussionhttps://www.teachingchannel.org/videos/teaching-the-n-word

Talk Moves for Academic Discussionshttps://www.teachingchannel.org/videos/teaching-ells-to-participate-in-discussions-ousd

Student Centered Learning

The Teaching Channel - Video Playlist: Active and Exploratory Instructionhttps://www.teachingchannel.org/blog/2014/05/23/video-playlist-active-and-exploratory-instruction/

2nd grade - Informational Texts: Reading for Inquiryhttps://www.teachingchannel.org/videos/informational-text-lesson-equip

The power of student-driven learning: Shelley Wright at TEDxWestVancouverED https://www.youtube.com/watch?v=3fMC-z7K0r4

Visible Learning by John HattieThis unique and ground-breaking book is the result of 15 years research and synthesizes over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learninghttp://visible-learning.org/john-hattie/

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Effect Sizes and Teaching Strategieshttp://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

John Hattie: Visible Learning Pt1. Disasters and below average methods.https://www.youtube.com/watch?v=sng4p3Vsu7Y

John Hattie, Visible Learning. Pt 2: effective methodshttps://www.youtube.com/watch?v=3pD1DFTNQf4

Visible Learning for Teachershttp://www.tdschools.org/wp-content/uploads/2013/08/The+Main+Idea+-+Visible+Learning+for+Teachers+-+April+2013.pdf

Visible Learning Plushttp://visiblelearningplus.com/

How Student Centered Is Your Classroom?http://www.edutopia.org/blog/how-student-centered-your-classroom-rebecca-alber

Defining "Best Practice" in Teachinghttp://www.edutopia.org/blog/defining-best-practice-teaching-rebecca-alber

5 Highly Effective Teaching Practiceshttp://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber

Classroom Cognitive and Meta-cognitive Strategies for Teachers – K-12 Research-based Strategies for Problem Solving in Mathematics http://floridarti.usf.edu/resources/format/pdf/Classroom%20Cognitive%20and%20Metacognitive%20Strategies%20for%20Teachers_Revised_SR_09.08.10.pdf

Use of ResourcesMoving Beyond the Textbookhttp://www.edutopia.org/blog/moving-beyond-the-textbook-andrew-marcinek

Open Educational Resources (OER): Resource Rounduphttp://www.edutopia.org/open-educational-resources-guide

School Leadership: Resource Rounduphttp://www.edutopia.org/school-leadership-principals-teachers-resources

Weekly Update: Educational Webinars, Unconferences, and Conferenceshttp://www.edutopia.org/events

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