Standard 2: Content


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Ohio Standards for the Teaching Profession; Standard 2: Content

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Standard 2: Content

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