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Ohio Standards for the Teaching Profession; Standard 2: Content

Ohio Standards for the Teaching Profession; Standard 2: Content

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  • 1. The Content Page
  • 2. 7/27/2010
    2
    Ohio Standards for the Teaching Profession, Standard 2:
    Teachers know and understand the content area for
    Whichthey have
    instructional
    responsibility.
  • 3. 7/27/2010
    3
    Standard 2: Element 2.1
    Teachers know the content theyteach and use theirknowledge of content-specific concepts, assumptions and skills
    to plan instruction.
    Whatdoesthat look like?
  • 4. Standard 2: Element 2.1Proficient Level
    Teachers identify the relevant research, principles, theories and debates significant to the content they teach.
    Teachers use their knowledge
    and understanding of
    content-area concepts,
    assumptions and skills in
    their planning and instruction.
    7/27/2010
    4
  • 5. Standard 2: Element 2.1Proficient Level
    Teachers identify the developmental sequence of learning in their content area, in effort to link current
    instruction with students’
    prior knowledge and
    future learning.
    7/27/2010
    5
  • 6. Standard 2: Element 2.1Accomplished Level
    Teachers integrate different viewpoints, theories and processes of inquiry to guide their thinking and instructional
    planning.
    7/27/2010
    6
  • 7. Standard 2: Element 2.1Accomplished Level
    Teachers seek out opportunities to enhance and extend their content knowledge.
    7/27/2010
    7
  • 8. Standard 2: Element 2.1Accomplished Level
    Teachers plan and sequence instruction in ways that reflect an understanding of the prerequisite relationships among
    topics and concepts.
    7/27/2010
    8
  • 9. Standard 2: Element 2.1Distinguished Level
    Teachers continue to deepen their knowledge of content through new learning and use it to support the growth of other educators.
    7/27/2010
    9
  • 10. 7/27/2010
    10
    Standard 2: Element 2.2
    Teachersunderstand and use content-specificinstructionalstrategies to effectivelyteach the central concepts and
    skills of the discipline.
    Whatdoesthat look like?
  • 11. Standard 2: Element 2.2Proficient Level
    Teachers demonstrate understanding of how students’ conceptual frameworks and common misconceptions can
    influence learning.
    7/27/2010
    11
  • 12. Standard 2: Element 2.2Accomplished Level
    Teachers engage students in generating knowledge and testing hypotheses according to the methods of inquiry used in the content area.
    Teachers anticipate and
    adjust learning
    experiences to address
    common misconceptions
    of the discipline that
    impede learning.
    7/27/2010
    12
  • 13. Standard 2: Element 2.2Accomplished Level
    Teachers incorporate content-specific learning strategies to enable students to analyze, build and adapt new understandings.
    7/27/2010
    13
  • 14. Standard 2: Element 2.2Distinguished Level
    Teachers evaluate instructional strategies to determine their accuracy and usefulness for presenting
    specific ideas and concepts.
    7/27/2010
    14
  • 15. 7/27/2010
    15
    Standard 2: Element 2.3
    Teachersunderstandschool and district curriculum priorities and the Ohio Academic Content
    Standards.
    Whatdoesthat look like?
  • 16. Standard 2: Element 2.3Proficient Level
    Teachers articulate the important content, concepts and processes in school and district curriculum
    priorities and the Ohio
    Academic Content
    Standards.
    7/27/2010
    16
  • 17. Standard 2: Element 2.3Accomplished Level
    Teachers extend and enrich curriculum by integrating school and district curriculum priorities with Ohio’s Academic Content
    Standards and national
    content standards.
    7/27/2010
    17
  • 18. Standard 2: Element 2.3Distinguished Level
    Teachers who serve in leadership roles study and evaluate advances in content and recommend
    changes to revise school
    and district curriculum.
    7/27/2010
    18
  • 19. 7/27/2010
    19
    Standard 2: Element 2.4
    Teachersunderstand the relationship of knowledgewithin the discipline to other content areas.
    Whatdoesthat look like?
  • 20. Standard 2: Element 2.4Proficient Level
    Teachers make relevant content connections between disciplines.
    7/27/2010
    20
  • 21. Standard 2: Element 2.4Accomplished Level
    Teachers prepare opportunities for students to apply learning from different content areas to solve problems.
    Teachers collaboratively
    construct interdisciplinary
    learning strategies that
    make connections between
    content areas.
    7/27/2010
    21
  • 22. Standard 2: Element 2.4Distinguished Level
    Teachers design projects that require students to integrate knowledge and skills across several content areas
    (Cotton, 1999).
    Teachers lead
    collaborative efforts
    to share knowledge and
    model interdisciplinary
    instruction.
    7/27/2010
    22
  • 23. 7/27/2010
    23
    Standard 2: Element 2.5
    Teachersconnect content to relevant life experiences and careeropportunities.
    Whatdoesthat look like?
  • 24. Standard 2: Element 2.5Proficient Level
    Teachers facilitate learning experiences that connect to real-life situations and careers.
    7/27/2010
    24
  • 25. Standard 2: Element 2.5Accomplished Level
    Teachers use a variety of resources to enable students to experience, connect and practice real-life and career applications, through
    activities such as service
    learning.
    7/27/2010
    25
  • 26. Standard 2: Element 2.5Distinguished Level
    Teachers design innovative learning activities that replicate real-life and workplace activities.
    Teachers model for other
    educators the integration
    of content-area classroom
    experiences with
    real-life and workplace
    experiences.
    7/27/2010
    26
  • 27. Essential Question:
    Do you have a deep understanding of the content you teach?
    7/27/2010
    27
  • 28. Consider the following:(use never, rarely, sometimes, frequently or always to answer)
    I use my knowledge of content-specific concepts, assumptions and skills to plan effective instruction.
    I use my knowledge of
    content-specific instructional
    strategies to effectively teach
    the central concepts and skills
    of my discipline.
    I understand and use the
    Ohio Academic Content Standards.
    7/27/2010
    28
  • 29. Consider the following:(use never, rarely, sometimes, frequently or always to answer)
    I connect my discipline with other content areas to plan and deliver effective instruction.
    I connect content to relevant life experiences and career
    opportunities.
    7/27/2010
    29
  • 30. Anything that shows how you KNOW your content-area…if you are using a lesson plan for your artifact, you should highlight areas that SHOW you know your stuff!
    Praxis II Content Exam Reports
    Unit Plan
    7/27/2010
    30
    Possible Artifacts to Add to Your Professional Portfolio:
  • 31. For EACH Artifact
    Remember the four components necessary for each artifact:
    Date
    Context
    Reflection
    Standard
    See the video “The Four
    Components of a Reflection”
    for more information on this
    requirement.
    7/27/2010
    31
  • 32. Bibliography
    This information is copied/adapted from: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1309&ContentID=8561&Content=86686
    Click on “Standards for Ohio
    Educators” to review the entire
    100-page document.
    7/27/2010
    32