Knowledge of Content and Pedagogy Sample Clauses

Knowledge of Content and Pedagogy. 1b. Demonstrating Knowledge of Students 1c. Selecting Instructional Goals 1d. Demonstrating Knowledge of Resources 1e. Designing Coherent Instruction 1f. Designing Student Assessments
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Knowledge of Content and Pedagogy. Please describe the lesson to be observed. How does this lesson relate to your current area and unit of study? Please list any prerequisite (student) knowledge necessary for this lesson and a rationale for study.
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Knowledge of Content and Pedagogy. Unsatisfactory – 1 Basic – 2 Proficient – 3 Distinguished – 4 In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. Critical Attributes Teacher makes content errors. Teacher does not consider prerequisite relationships when planning. Teacher’s plans use inappropriate strategies for the discipline. Teacher is familiar with the discipline but does not see conceptual relationships. Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete. Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content. The teacher can identify important concepts of the discipline and their relationships to one another. The teacher consistently provides clear explanations of the content. The teacher answers student questions accurately and provides feedback that furthers their learning. The teacher seeks out content-related professional development. In addition to...
Sample 1

Related to Knowledge of Content and Pedagogy

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  • Knowledge Management Collecting and processing data from multiple sources and generating information to support business requirements (e.g., information retrieval, information mapping/taxonomy, information sharing, categorization, knowledge engineering, knowledge capture/distribution/delivery, smart documents).

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