Course Reflection: 4. Content Knowledge - The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning: 4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure.

I came into EDU6150 with some prior knowledge and experience in regards to teaching my content knowledge as well as some basic familiarity with common core learning standards. I have come away with, after being fully immersed in this class, a far better understanding of how to be more prepared and loaded with a vast array and arsenal of applicable pedagogy and resources that will be highly beneficial in my pursuit of effective instruction inside of the classroom. 

This class gave me the opportunity to take a closer look at my lesson design and how I can be more aware of how it can be structured in a manner that is far more conducive and advantageous for both me as teacher as well all of my students. I learned about how to utilize explicit instruction and how to facilitate content so that it can be manipulated so that is more tangible for students as well as creating alternative resources for my exceptional learners. I found out about the importance educational equity and how it plays a vital role pertaining to student involvement and the active engagement of student learning. I was gifted another key component of teaching which is how to select  from a  plethora of instructional practices and then incorporate these in a manner that not only deepens student knowledge and demonstrates  their  newly acquired skill but also it made me reassess how I come to understand assessment.

(This is authentic evidence of a lesson plan that I reassessed and reformatted so that the assessment of lesson could be actualized and used to dictate the direction of my next step in the future of my instruction.)

I begin to realize, appreciate and comprehend more about the nuts and bolts of backwards lesson design and why it is so vital to the lesson planning structure. The rational for using this method while seems very backwards in its thinking is actually a technique that can ensure that the lesson is more sound it’s in ability to provide more accurate and sufficient data for a lessons effectiveness, permanence and relative associativeness. The class also allowed me to differentiate a lessons’ intent and purposefulness in a perspective that I wasn’t aware existed or realized could be even be a possibility. The opportunity to discern between assessments in these various ways opened up a way for me to actively self-evaluate and diagnose student learning. I believe by getting a better grasp of how to employ different methods of informally checking in on whether or not student knowledge has been ascertained was another skilled I learned to equip myself with to help me impact student learning  in a more proactive approach.

Course Reflection

Course Reflection

8.2 Component 4e: Growing and Developing Professionally

A distinguished teacher will seek out feedback on teaching from both supervisors and colleagues when they are trying to incorporate culturally competent teaching into their classrooms. This is the desire to create an environment that is inclusive, so that every individual feels a part of the learning process. This means a teacher must proactively look for ways to acquire ideas, materials and lessons that can help foster a culturally diverse atmosphere.  The way to help empower a teacher and their classroom,  is to ensure an emphasis is placed on professional development and that must include cultural awareness, which may come from other fellow educators who possess that understanding inherently or may have also obtained it throughout their time teaching or other life experiences.

This article is an excerpted from: A Framework for Culturally Responsive Teaching, Wlodkowski and Ginsberg, 1995. This briefly talks about the importance of cultural competent teaching and how it can benefit students inside the classrooms. This passage gives teachers some insight into how vital it really is to simply be aware of the students occupying their classrooms, as they are an important piece of the learning process. This aspect can’t be overlooked as it is an invaluable part of what can ultimately help stimulate learning, as it engages students in a manner that makes material accessible and relevant.

Re-engaging on Motivation and Culturally Competent Teaching

Research has shown that no one teaching strategy will consistently engage all learners. The key is helping students relate lesson content to their own backgrounds.

"To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students. According to the research, teaching that ignores student norms of behavior and communication provokes student resistance, while teaching that is responsive prompts student involvement (Olneck 1995). There is growing evidence that strong, continual engagement among diverse students requires a holistic approach—that is, an approach where the how, what, and why of teaching are unified and meaningful (Ogbu 1995).

To that end, we have developed a comprehensive model of culturally responsive teaching: a pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student's cultural identity. The foundation for this approach lies in theories of intrinsic motivation."

This article helps teachers understand and realize that cultural competent teaching is a method meant to help engage students and get them to intrinsically “buy into” the teaching taking place. Thus, they feel a part of the process and valued for their experiences and perspectives.

Dynamics of Differences is the interpersonal interactions that occur in a cross-cultural encounter. These learned expectations or assumptions about each other are something that could hinder students for being successful in their educational pursuits. I believe that if I am working in a high need area that is (Bronx, NYC or Central District of Seattle) accompanied by poor economic conditions, I will be faced with groups of minority students  that I may be unfamiliar with such as their cultures or faiths.

 I will have to “educate” myself about my students/ families and their cultural backgrounds so that I can become familiar with the aspects of their life’s that I may only have a limited knowledge about. There is only so much that can be learned about people, unless you are exposed to them in actuality and having to interact with them directly. I will have to actively immerse myself in the community and look to involve myself in every opportunity that I can by engaging in as many possible open dialogues, inner personal interactions and events as possible. I will have to be candid about my experiences/assumptions and look to my students to help me resolve and clarify any misinterpretations and misunderstandings that may arise. The more genuine, transparent and willing I am to address preconceived notions that may be evident,  the more it will be possible to create an atmosphere that is conducive for success and achievement.

When the students’ lives and cultures are included and represented in the classroom, it is more likely that they will feel respected, valued and motivated to learn. By incorporating cultural competence into their education, you as teacher are subconsciously letting them know that they are an intricate part of the educational process. The students will feel as though they are invested in the education that they receiving because of the inclusion of their culture, which itself can be a very powerfully influential factor.

I will increase my effectiveness in cultural competence by having assessments that take into account the students’ perspectives as well as teaching classes that include the students’ experiences, concerns or their interests in mind. I will ensure that the students are able to voice their opinions in a safe environment that nurtures the acceptance of differences and embraces diversity. I will have questions that go beyond the facts and requires students to give thoughtful insights or allows them to give their point of view. I will utilize the prior knowledge and experiences that the students have in order to make the content relevant. 

Program Standards and Elements of a Model Entry

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Professional

Hello,

I am Damon Harris-Lee Morrison from Seattle,Washington. I graduated from University of Washington with a BA in English. I am getting my endorsement in SP English and hopefully History, as I believe that is what I am suppose to being teaching. I have spend time in the NYC Teaching Fellowship teaching summer school (while attending St.John's University Queens,NY) and teaching in a self-contained classroom of my own. I have also co-taught here in Washington in the elementary school setting. I have always had a passion for teaching and learning.

 My wife and I have two beautiful daughters and we live in Edmonds, WA. I have been a performing artist since high school and even toured professionally as a spoken word artist as part of a hip hop collective for a long time. I have been apart of the creation as an MC of two socially conscious independent albums and all of my material is centered around social issues, the underrepresented people, global problems, "overstanding" and the enlightenment of the human experience. There is no place better to spend your life then inside the classroom working together to educate one another.

Characteristics of Effective Educator

There are 5 keys elements that I have adopted from my training and my teaching experience. It is an acronym that I have found to encapsulate my ideas about what an effective educator/teacher should embody.

 It is TEACH. The T stands for tenacious, which I think you must be as a future educator. You must be determined and persistent in your drive to be the best you can be so that your students can follow your lead in and out of the classroom.

The E stands for Excited by growth, which you must possess if are working along side students. Their growth and successes must be the energy that we feed off as teachers.

The A stands for Agile, which should be applied daily in your approach to teaching. Every day will not be as planned or work out perfectly, so we must be able to adapt quickly to an ever changing classroom of different situations and people.

The C stands for Centered on students, which is why we are in this profession in the first place. Our jobs are about the students inside our classrooms and everything we do should be for their benefit, as we are responsible for shaping and nurturing of their futures endeavors and educational successes.

The H stands for Hopeful, which is how we should approach every day, situation, lesson and student. We should remain positive and hopeful that we as teachers can have a real impact on every student we get an opportunity to be in contact with. We are put in a unique position to possibly have an impact on not just a student in a classroom but an entire school, neighborhood and nation.