STRAND 3: CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED WITH STATE RESOURCES

Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

a.  Design and implement instruction aligned with the MCF, Universal Education Vision and Principles, and the Michigan Educational Technology Standards;

In algebra II students used an online simulation of the intersection of a cone and a plane to understand conic sections.  This was done without teacher assistance to promote independent learning in accordance with standard 9-12.CT.1.

b.  Create learning environments that promote critical and higher order thinking skills, foster the acquisition of deep knowledge, and provide connections beyond the classrooms to promote substantive conversation and clear structured writing among teachers and learners regarding subject matter acquisition;

In a geometry class I designed a lesson that required students to place shapes in categories and then determine the relationship between those categories.  This caused the to use higher order thinking skills extensively and develop deep knowledge.  They completed this activity in groups so there was also substantive conversation taking place throughout.

c.  Help each student to learn how to safely and responsibly access and use resources to become a discerning independent learner and problem solver (e.g., print materials, information technology, assistive technology);

In an algebra II class I designed a lab where students used their calculators to graph various equations and independently discover the concept and cause of undefined areas in a graph.  By graphing quotients with zero in the denominator at certain points students were able to combine what they knew about graphing and what they knew about division to form an understanding of why a graph ceased to exist at a certain point.

d.  Design instruction so that students are engaged in actively integrating and transferring knowledge across the curriculum;

In my algebra II class I designed a project that required students to find applications of what they were learning in other subject areas.  Often this was science, but they also found connections to art and literature.

e.  Engage students in activities that demonstrate the purpose and function of subject matter to make connections to the world beyond the classroom and enhance the relationship and relevance to a global society;

In my special education placement I worked with students to help them calculate salaries and paychecks.  Given a salary for a year students learned how to figure out how much they would make each month and vice versa.  This helped them to connect math to their everyday lives and understand its importance outside of school and its relevance to society as a whole.

f.   Evaluate, adapt, and modify instructional strategies, technologies, and other educational resources to enhance the learning of each student; and

While teaching proof to my geometry class I had several students who could not seem to grasp 2 column proofs.  I worked with these students and found that they were more successful writing paragraph proofs.  Since each type is equally valid I allowed and even encouraged them to use this method.

g.       Embrace teaching through appropriate and creative activities utilizing instructional techniques that are supported by current research.

I had students work in groups to construct their own geometric solids knowing that for many of them being able to hold and examine the object themselves would aid in understanding its properties.  It was also a creative activity allowing those students with artistic ability to feel valued in the classroom and make a connection to the material at hand.