demonstrating knowledge of
students
What is Component 1b?
No matter how much the teacher knows about his subject, and how much he knows the theories behind his methods of instruction, if he does not know his students, and how and why they learn, he will not get very far in communicating his material.
Why is that important?
The teacher must know his students to know how to teach them. If the teacher has no basic knowledge of what the student needs, then he will not have any knowledge of how to meet those needs. The teacher needs to be familiar with the student's learning style, home life, social life, and general state of mind and health in order to work with the student on his level.
What are the elements of Component 1b?
The first element of Component 1b is the knowledge of child and adolescent development. This element explains that the teacher must know where developmentally the student is, and how to reach out to someone with that specific mental ability.
The second element is knowledge of the learning process. The teacher must have a full knowledge of what types of learners he has in his class, so that he can understand the needs of each student, and every student will get a fair chance at learning.
The third element is a knowledge of the student's skills, knowledge, and language ability. The teacher must know the background of the student, including how much he is already capable of, in relation to the topic. The teacher must also know if the student has any significant language limitations.
The fourth element is a knowledge of the students interests and cultural heritage. The student will learn best if his interests are purposefully incorporated into the lesson. He will also appreciate the teacher's attempts to make the lesson mesh with his own cultural experience so that he is only receiving one category of new information at a time.
The final element of Component 1b is the knowledge of the student's special needs. It is imperative that the teacher know if the student has any specific metal or physical difficulties that would prevent him from easily reaching and understanding of the material. Not only must the teacher be aware of what his students special needs are, but he should also be able to help the student to learn in a way that he can understand the lesson and participate in the class, despite his disabilities.
What are some possible artifacts to display that?
Artifacts for this component would include any resources that describe how the teacher is going to learn the needs of the student. This survey, http://www.dots-n-spots.com/wp-content/uploads/2011/07/Poster1.jpg , is an artifact showing that the teacher has a strategy for obtaining the background knowledge that he needs of his students. If the teacher has any lesson plans with specifically noted variations for students with special needs, that would be a valid artifact for this Component. This artifacts section could contain anything that proves that the teacher has taken the time to get to know his students, and their individual needs, and work with that information.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
No matter how much the teacher knows about his subject, and how much he knows the theories behind his methods of instruction, if he does not know his students, and how and why they learn, he will not get very far in communicating his material.
Why is that important?
The teacher must know his students to know how to teach them. If the teacher has no basic knowledge of what the student needs, then he will not have any knowledge of how to meet those needs. The teacher needs to be familiar with the student's learning style, home life, social life, and general state of mind and health in order to work with the student on his level.
What are the elements of Component 1b?
The first element of Component 1b is the knowledge of child and adolescent development. This element explains that the teacher must know where developmentally the student is, and how to reach out to someone with that specific mental ability.
The second element is knowledge of the learning process. The teacher must have a full knowledge of what types of learners he has in his class, so that he can understand the needs of each student, and every student will get a fair chance at learning.
The third element is a knowledge of the student's skills, knowledge, and language ability. The teacher must know the background of the student, including how much he is already capable of, in relation to the topic. The teacher must also know if the student has any significant language limitations.
The fourth element is a knowledge of the students interests and cultural heritage. The student will learn best if his interests are purposefully incorporated into the lesson. He will also appreciate the teacher's attempts to make the lesson mesh with his own cultural experience so that he is only receiving one category of new information at a time.
The final element of Component 1b is the knowledge of the student's special needs. It is imperative that the teacher know if the student has any specific metal or physical difficulties that would prevent him from easily reaching and understanding of the material. Not only must the teacher be aware of what his students special needs are, but he should also be able to help the student to learn in a way that he can understand the lesson and participate in the class, despite his disabilities.
What are some possible artifacts to display that?
Artifacts for this component would include any resources that describe how the teacher is going to learn the needs of the student. This survey, http://www.dots-n-spots.com/wp-content/uploads/2011/07/Poster1.jpg , is an artifact showing that the teacher has a strategy for obtaining the background knowledge that he needs of his students. If the teacher has any lesson plans with specifically noted variations for students with special needs, that would be a valid artifact for this Component. This artifacts section could contain anything that proves that the teacher has taken the time to get to know his students, and their individual needs, and work with that information.
Danielson, C. (2007). Enhancing professional practice a framework for teaching (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.