Knowledge Centered
Knowledge Centered
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This category focuses on how I have taught and the different assessment and lesson resources that I use within my lessons. It focuses on the need for transferring knowledge effectively and the steps needed to continue the cycle of learning.
We currently live in an information-dense era where any and all information can be gathered immediately with the use of technology. Although this is beneficial, this can also bring misconceptions and false information to those who search for it. As teachers, it is up to us to not only teach critical thinking to our students but to also provide correct information that our students can rely on. In this section, I will be talking about my experiences in knowledge-centered pedagogy and how I use my knowledge and the current knowledge of my students to further development through addressing misconceptions and analyzing students' understanding.
Artifact: Differentiation in Assessment and Entry Point
Assessment strategies like this are extremely prevalent in my classroom, especially in mathematics. It is important to understand that subjects like math and language can be an extensive learning experience for some and the implementation of a summative assessment will provide additional stress to the student. As an educator, we do not want this. The sole reason behind these assessments is to understand the student's current knowledge and provide next steps. By creating an assessment that has an entry point for all learners, students are more likely to participate and not "give up" after seeing the test/quiz. Furthermore, these kinds of assessments that provide different levels in which students can choose to take will allow students to reflect on their own current knowledge and create a goal that they must take. Overall, assessment strategies like this emphasize the development of students' own learning and what they must do in the future to continue their learning.
Presenting accurate information
It is crucial to provide and utilize appropriate and credible resources within all aspects of a teacher’s position. Doing so creates a professional look to the individual and demonstrates practices that we teachers teach. As Ontario educators, a primary goal for us is to teach students to think critically and to determine for themselves what is right and wrong. To contrary beliefs, we teachers do not know everything and will eventually be asked questions beyond our own understanding. Therefore, it is up to us to research the question itself and answer it to the best of our ability. This means utilizing a variety of credible resources that can be backed up and explained to all parties that inquire about the question on hand.
Connecting lessons to appropriate Ministry curriculum expectations.
The ministry curriculum is a tool that helps both teachers understand what they must cover within their teaching and ensures that students are learning the essential skills that they require. This tool is essential and a requirement for all teachers as it will help with lesson planning and cooperation between colleagues. I have witnessed teacher and staff meetings develop goals and academic achievements for individual and collective students using these expectations found within the curriculum so that everyone is on the same page and can actively contribute to the overall success of the student(s).
During my experience, I have learned that utilizing backward lesson planning is a helpful strategy in maintaining the overall professionalism and reliability within one’s lesson. School boards such as the WRDSB have already created long-range plans for subjects like math in which teachers can use to address all expectations found within the ministry. These plans help provide a starting point of what your lessons should look like. By breaking the curriculum into parts and units, teachers are then able to plan lessons and assessments to their liking.
Overall, as teachers, we need to present information that is accurate. Not doing so would result in misconceptions that could stay with the student for most of their lives.
Some examples of essential resources include:
Provincial Guidelines
Ministry Curriculum
School Board Short/Long-Range Plans
Reviewed Textbooks
Google Sites
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