Demonstrating Knowledge of Students
What is component 1B?
This component shows the importance of teachers knowing who their students are, and from this knowledge, knowing how to best teach them. Teachers should not be teaching a kindergarten class the same way as they would an Advanced Placement high school course. They need to know their audience, and how students will best receive the lesson. Students face a lot of things that do not directly concern school, whether they play a sport, are gifted, are an English language learner, or they struggle with a learning disability. Teachers should be looking for ways to have their lessons reach every student in the class.
Why do you need it?
Teachers need to know who their learners are, so that they know how to best teach them. By knowing about who their students are, teachers will be able to develop instruction that accommodates the needs of that student. Teachers should be providing students with any resources available to reach understanding. When a teacher shows students that they know and care about who they are, positive relationships will be built.
What are the elements?
Knowledge of children and adolescent development: Teachers should realize that cognitive development is progressing as students work through school. Students in elementary school are often in the sensorimotor stage, and will learn best with manipulatives, while high school students may be reaching formal operational, and need to practice abstract reasoning.
Knowledge of the learning process: Students need to be actively engaged in order to learn. Plan your lessons to be engaging for the level of students you are teaching.
Knowledge of students' skills, knowledge, and language proficiency: Students should be learning in their zone of proximal development, so avoid time in the known and frustration zones. If a student does not know English, it may not be the best idea to force them to learn mitochondria when they are struggling. Start where the student is.
Knowledge of student interest and cultural inheritance: Some cultures put a different amount of value on education, and this can influence how much effort a student puts forth in class. Teachers can increase effort by showing that they care about the success of their students. Teachers can use information on interests to form positive relations of respect with your students by showing that they care.
Knowledge of students' special needs: Sometimes for a student to learn, they are going to need accommodations. Teachers should try to provide these accommodations when possible, as the ultimate goal is for students to learn. IEPs are sometimes needed in these situations.
In the classroom...
*Teachers can use pre-tests to assess where they should be starting with a new lesson.
*At the beginning of the school year, have students share an interesting fact or write a short narrative about themselves. Teachers can use this knowledge to predict how to teach and to build positive relationships.
*Teachers with English language learners or students with exceptionalities should be actively working with ESL teachers and special needs specialist to keep the student in their zone of proximal development.
What is component 1B?
This component shows the importance of teachers knowing who their students are, and from this knowledge, knowing how to best teach them. Teachers should not be teaching a kindergarten class the same way as they would an Advanced Placement high school course. They need to know their audience, and how students will best receive the lesson. Students face a lot of things that do not directly concern school, whether they play a sport, are gifted, are an English language learner, or they struggle with a learning disability. Teachers should be looking for ways to have their lessons reach every student in the class.
Why do you need it?
Teachers need to know who their learners are, so that they know how to best teach them. By knowing about who their students are, teachers will be able to develop instruction that accommodates the needs of that student. Teachers should be providing students with any resources available to reach understanding. When a teacher shows students that they know and care about who they are, positive relationships will be built.
What are the elements?
Knowledge of children and adolescent development: Teachers should realize that cognitive development is progressing as students work through school. Students in elementary school are often in the sensorimotor stage, and will learn best with manipulatives, while high school students may be reaching formal operational, and need to practice abstract reasoning.
Knowledge of the learning process: Students need to be actively engaged in order to learn. Plan your lessons to be engaging for the level of students you are teaching.
Knowledge of students' skills, knowledge, and language proficiency: Students should be learning in their zone of proximal development, so avoid time in the known and frustration zones. If a student does not know English, it may not be the best idea to force them to learn mitochondria when they are struggling. Start where the student is.
Knowledge of student interest and cultural inheritance: Some cultures put a different amount of value on education, and this can influence how much effort a student puts forth in class. Teachers can increase effort by showing that they care about the success of their students. Teachers can use information on interests to form positive relations of respect with your students by showing that they care.
Knowledge of students' special needs: Sometimes for a student to learn, they are going to need accommodations. Teachers should try to provide these accommodations when possible, as the ultimate goal is for students to learn. IEPs are sometimes needed in these situations.
In the classroom...
*Teachers can use pre-tests to assess where they should be starting with a new lesson.
*At the beginning of the school year, have students share an interesting fact or write a short narrative about themselves. Teachers can use this knowledge to predict how to teach and to build positive relationships.
*Teachers with English language learners or students with exceptionalities should be actively working with ESL teachers and special needs specialist to keep the student in their zone of proximal development.
Resources:
Commons.wikimedia.org. (2006). File:Kindergarten or Special Education teacher - US Census Bureau.jpg - Wikimedia Commons. [online] Available at: https://commons.wikimedia.org/wiki/File:Kindergarten_or_Special_Education_teacher_-_US_Census_Bureau.jpg [Accessed 10 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Oct. 2017].
Commons.wikimedia.org. (2006). File:Kindergarten or Special Education teacher - US Census Bureau.jpg - Wikimedia Commons. [online] Available at: https://commons.wikimedia.org/wiki/File:Kindergarten_or_Special_Education_teacher_-_US_Census_Bureau.jpg [Accessed 10 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 05 Oct. 2017].