When people think about teaching, these two "P words" are probably not the first ones to come to mind. However, planning and preparation are the backbone of a good teacher. If a teacher is not prepared to teach the students in the way that they need to be taught, the students will learn nothing. Therefore, this component requires teachers to know many different ways to teach and how those best apply to their specific students, using all resources available in the best way possible, and design learning so that all students learn best. If a teacher is failing in this area, the classroom will fall apart. The students won't respect the teacher, the teacher will be drowning, parents will be upset, and no learning will take place. Thus, teachers of impact must take special care to become advanced in this domain. Components of domain one include:
Demonstrating Knowledge of Content and Pedagogy
In order for teachers to best teach their students, they must be fully aware of the content that they are teaching. In all subjects there are concepts that are crucial for students to know and there are concepts that are not necessary. Teachers must know this about their subject so that they can best serve their students. Additionally, teachers must be presenting the most modern information as possible. They should also be aware of common misconceptions and be prepared to combat those. Finally, teachers must also be knowledgeable about the best and most relevant pedagogy. See page 1A: Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
In order to best reach students, teachers must teach to the whole student. Activities should relate to activities that are important to students outside of school. In order to do this, teachers must be aware of proven research in cognitive psychology, such as, students learn through active intellectual engagement with content. There are some patterns in development and learning, however, it is important to remember that each student is individual and learns individually. See page 1B: Demonstrating Knowledge of Students.
Setting Instructional Outcomes
All lessons, no matter what shape they take, must relate to a standard for learning. These standards should state not just what the students are doing, but what they are learning, and should look towards an assessment of some type. Some examples of types of instructional outcomes include: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. Some also include disposition: not only should students understand the topic, they will hopefully enjoy it as well. Finally, the best learning outcomes connect with more than one discipline. See page 1C: Setting Instructional Outcomes.
Demonstrating Knowledge of Resources
Teachers should make best use of the resources available to them. Resources can be school provided or school initiated, and can be categorized as resources used by students in the classroom, resources used by students outside the classroom, resources used by the teacher increase his/her own knowledge base, and resources for non-instructional benefit. At the highest level, teachers use real-life resources. See page 1D: Demonstrating Knowledge of Resources.
Designing Coherent Instruction
At the heart of domain one is designing coherent instruction. It reflects the teacher's knowledge of the content and the students, the intended instructional outcomes, and the available resources. Proper execution of this involves teacher knowledge of state, district, and school expectations, and the ability to translate this into a coherent lesson, that will reach all of the students. In order to demonstrate this domain, teachers must be using best practice in teaching, including research based methods, best use of resources, intentional grouping, and lesson planning with the students' specific needs in mind. See page 1E: Designing Coherent Instruction.
Designing Student Assessments
Teachers of impact assess for two reasons: assessment of learning and assessment for learning. Assessment of learning, or summative assessment, means that teachers assess whether their students' learning is in line with particular standards. These assessments must be varied in order to determine the full range of student learning. However, assessment for learning, or formative assessment should be done without an interruption in learning, should be pre-planned, and should be used by both teachers and students to enhance learning. See page 1F: Designing Student Assessments.
Demonstrating Knowledge of Content and Pedagogy
In order for teachers to best teach their students, they must be fully aware of the content that they are teaching. In all subjects there are concepts that are crucial for students to know and there are concepts that are not necessary. Teachers must know this about their subject so that they can best serve their students. Additionally, teachers must be presenting the most modern information as possible. They should also be aware of common misconceptions and be prepared to combat those. Finally, teachers must also be knowledgeable about the best and most relevant pedagogy. See page 1A: Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
In order to best reach students, teachers must teach to the whole student. Activities should relate to activities that are important to students outside of school. In order to do this, teachers must be aware of proven research in cognitive psychology, such as, students learn through active intellectual engagement with content. There are some patterns in development and learning, however, it is important to remember that each student is individual and learns individually. See page 1B: Demonstrating Knowledge of Students.
Setting Instructional Outcomes
All lessons, no matter what shape they take, must relate to a standard for learning. These standards should state not just what the students are doing, but what they are learning, and should look towards an assessment of some type. Some examples of types of instructional outcomes include: factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies. Some also include disposition: not only should students understand the topic, they will hopefully enjoy it as well. Finally, the best learning outcomes connect with more than one discipline. See page 1C: Setting Instructional Outcomes.
Demonstrating Knowledge of Resources
Teachers should make best use of the resources available to them. Resources can be school provided or school initiated, and can be categorized as resources used by students in the classroom, resources used by students outside the classroom, resources used by the teacher increase his/her own knowledge base, and resources for non-instructional benefit. At the highest level, teachers use real-life resources. See page 1D: Demonstrating Knowledge of Resources.
Designing Coherent Instruction
At the heart of domain one is designing coherent instruction. It reflects the teacher's knowledge of the content and the students, the intended instructional outcomes, and the available resources. Proper execution of this involves teacher knowledge of state, district, and school expectations, and the ability to translate this into a coherent lesson, that will reach all of the students. In order to demonstrate this domain, teachers must be using best practice in teaching, including research based methods, best use of resources, intentional grouping, and lesson planning with the students' specific needs in mind. See page 1E: Designing Coherent Instruction.
Designing Student Assessments
Teachers of impact assess for two reasons: assessment of learning and assessment for learning. Assessment of learning, or summative assessment, means that teachers assess whether their students' learning is in line with particular standards. These assessments must be varied in order to determine the full range of student learning. However, assessment for learning, or formative assessment should be done without an interruption in learning, should be pre-planned, and should be used by both teachers and students to enhance learning. See page 1F: Designing Student Assessments.
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