Content
Expert
First Placement Evidence
Description and Rationale:
The piece of evidence I
have chosen to convey myself as a practicing Content Expert is a
science lesson I taught during a unit about motion and design. During
this unit, students built vehicles and tested thir speed depending on
the different modifications they made to vehicles they had built.
Students worked collaboratively in groups throughout the unit to design
and build these vehicles. This lesson was designed for students to have
students determine the costs of their already designed vehicles and to
see how they could cut the cost and save the money of consumers who
would possibly buy their vehicles . This lesson was interesting for me
because in order to feel comfortable teaching itt, I did my own
research on motion and design on the internet and in books to study and
learn more about vehicle design and the cost of vehicles.
Reflection:
This
lesson helped me
understand the true meaning of a Content Expert and allowed me to
understand how to become a Content Expert. I feel that throught this
lesson I was able to plan and implement a meaningful lesson that helped
me and well as the student to make real world connections and become
Content Experts.
Second
Placement Evidence
Description and
Rationale:
The piece of evidence that I chose
to show myself as a Content Expert in my second placement was the
calendar activity that I facilitated each morning with the
Kindergarteners. Each morning I asked the leader to join me in
completing the daily calendar changes. During the course of calendar
time I asked the student the day, the date (ordinal number), the
weather, and the proceeding and preceeding days. Along with this, we
counted the number of days we had completed this school year by using
straws that were bundled together in hundreds and tens bundles, as well
as straws that were used as ones by themselves. The student who was
leader was asked to count the straws first by himself or herself first
as a model for the rest of the class, and then the whole class counted
the straws together. After this, the stduent was asked to count the
number of boys and girls in attendance each day separately and then
together. This allowed the student to keep a talley on a small white
board and then the student would create a number sentence to tell the
number of students present. Each day I would help the students make
real world connections by asking them what happened on different days,
for example on St. Patrick's Day, or by asking them to explain to me
different number sentences of those students absent and present. The
idea of calendar time helped students understand the meaning of a day,
a week, and a year. Also, students were able to explain to me in number
sentences about their classmates who were present or absent. It shows
that I, along with the students, were learning and becoming Content
Experts in our knowledge.
Reflection:
Each day calendar was challenging,
but as I became familiar with the routine, I felt as though I had
become a real Content Expert. I was able to create meaningful
opportunities for children to connect their school lessons to their
daily life. I also felt very comfortable with scaffolding and
explaining different ideas during calendar time with making real world
connections with the students. It was a wonderful feeling to see the
students and their understanding when I was teaching. Through teaching
calendar each morning, I believe that I was able to become a true
Content Expert.