The Importance of Feedback

    Throughout education 250, I have learned the importance of feedback. Feedback is a very valuable tool for teachers to use in order to promote student learning and growth. "In recent years, research has confirmed what most teachers already knew: providing students with meaningful feedback can greatly enhance learning and improve student achievement" (Link at bottom) It is very beneficial for a student to receive comments on a task in order to make revisions instead of recieving a final grade. Learning stops when grades are given, whereas feedback gives students a chance to continue to grow. Using feedback in the classroom gives students a chance to learn from their mistakes while also giving them the motivation to improve their final grade. Effective feedback should be given within a reasonable amount of time, and should help students to know how to improve.
     Feedback related directly to the NCTCS, specifically standard four which says "Teachers facilitate learning for their students." Feedback is an important tool for educators to use in order to further a students learning. In my future classroom, I plan to give each student personal feedback for the tasks they complete in order for them to revise their work before their final grade. Using feedback as a source of learning is extremely powerful in helping student become self-regulated learners. By consistently getting teacher feedback, students may learn to evaluate their own work in the same way the teacher does. If students can learn to evaluate themselves without an educators input, they will further their learning to a high degree.

https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger

SAMR

       In education 250 we have currently been learning about a technology term called SAMR. This stands for substitution, augmentation, modification, and redefinition. Unlike TPACK, which I discussed in my previous blog, SAMR does not represent four attributes that are used together. Each letter of SAMR actually represents a different classification of technology use in the classroom starting with little effectiveness and ending with a vast amount of technology use that is extremely effective. Utilizing technology in the classroom in an effective way correlates directly to the NCTCS standard 4 element d which says "Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate." I believe that technology can transform a classroom if implicated in the right way, and can promote student learning to a high degree.
       The first letter of SAMR stands for substitution. Teachers that are within this classification ask themselves "what will I gain by replacing the task with new tech?" This type of teacher may simply replace a paper and pencil assignment with a computer, or a traditional quiz with an online test using an iPad. Although technology may make the task easier, there are no actual learning benefits that are added to the task through technology. The second letter of SAMR stands for augmentation. Teachers that are in this classification ask themselves "Does the tech add new features that improves the task?" These teachers finds new technology that significantly improves the quality of a task, but still does not change the original task that students are expected to do. The third letter of SAMR stands for modification. These teachers ask themselves "Does the task significantly change with the use of tech?" These teachers will use technology to completely change the task at hand, while still implementing the same content knowledge to their students. This classification uses technology to transform and engage one's classroom. The last letter of SAMR stands for redefinition. This is the highest classification, and should be the goal of every teacher. This classification of teachers asks themselves "Does the tech allow for creation of a new task previously unconceivable?" This type of teacher strives to use new technology that can allow students to be innovative and to create new things that may not be common in our world today, while still teaching the same content. If a child is able to create something that he or she has never seen before, they will likely not forget the content that is attached with that creation.
       In my future classroom, I plan to strive for redefinition in my classroom at all times. I know that it is not always easy to include tools that have been previously unconceivable, but I intend to always stay between modification and redefinition. The first two parts of SAMR, substitution and augmentation, simply involve enhancing an already existing task while the last two parts, modification and redefinition, involve completely transforming a task. I hope to always stay on the side of transformation in order to keep my students engaged and excited about learning while also providing the best possible strategies and tools in technology to promote deep understanding. Students today are growing up in a world where technology is all around them. "Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy" (Link at bottom). Including technology into my future classroom is one of the many ways I plan to prepare my students for the world outside of education. 

Link: https://www.edutopia.org/technology-integration-introduction

TPACK

       Today in education 250 we learned about Technological Pedagogical Content Knowledge (TPACK). This is extremely important when considering being a teacher in the future, because without the three attributes of this concept you cannot guarantee student learning to the highest degree. The first element of TPACK stand for Technology. Technology is an important tool to incorporate into education today due to the lifestyle that students today are surrounded by. For example, by the time I am student teaching in 2019, the kindergarteners that walk into my classroom will have been born in 2014. That means that they were born into technology, and have never known a life without technology at their fingertips. These students, by the time they graduate, will all most likely have a career that incorporates technology. "By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school" (Link at bottom). Technology can drastically change the atmosphere of a classroom and can help students become more engaged, but it has to be used in the correct way. This refers directly to the NCTCS, specifically standard four which says, "Teachers facilitate learning for their students." Element d of standard four says "Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning." Technology should only be used when it promotes learning and can be effective. It should not be added simply for enjoyment or entertainment, and definitely should not be added to replace pedagogy. The second element of TPACK stands for Pedagogy. Pedagogy is how one will teach his or her class, and what strategies will be used to conduct learning. This is essential in education. Without proper teaching techniques and strategies, students will not learn. No matter how well the teacher knows their content, or how much technology is incorporated, pedagogy is necessary for knowledge to be transferred from the teacher to the student. The last element of TPACK is content knowledge. While some may think that content knowledge is simply knowing the content for the grade level one is teaching, this is not enough. Content knowledge refers to differentiating between students and being prepared to teach at the level that each student's learning capabilities are at. This means teachers must know well below their grade level content as well as well beyond their grade level content. If a teacher is not firm in their knowledge of content, then they may easily give students misleading ideas and cause them to have a gap in their knowledge. This could effect a student not only in one's own class, but in future classes as well.
       In my future classroom, I plan to incorporate all elements of the TPACK concept into my teaching. All of the elements of TPACK are extremely important in order to maximize student learning, and I think that without each attribute of TPACK being emphasized in the classroom, student learning will suffer. I plan to incorporate technology wherever I think it will be beneficial as well as utilizing teaching strategies that I will learn through Gardner-Webb's school of education. I also plan to keep my content knowledge up to date, and to know the content for all grades instead of just the grade I am teaching. I want to provide a positive and encouraging learning environment in my classroom where I help all students to grow. TPACK is a major part of creating this environment, and I hope to continue to learn how to enforce these tactics.

Link:http://www.teachhub.com/benefits-technology-classroom
     

Assessment

     One of the major topics that my education 250 class has been focusing on is assessment. Before taking this class, I assumed that assessment meant testing. This is not necessarily the case. Testing can be used to assess students, but when a grade is put on a student's work, learning generally stops. If a teacher is unsure as to whether their students are ready to move on from a topic or not, grading should not be used. Assessing students without grading is extremely useful for teachers because it helps them to gather evidence in order to determine what the student truly understands. Assessment directly relates to standard five of the NCTCS which says "Teachers reflect on their practice." This tool specifically relates to element A of standard five which states that "Teachers analyze student learning." Assessment is a way for teachers to use an analysis of student learning when reflecting on their lessons and teaching, and hopefully use that information to better their teaching in the future.
     The cycle of assessment to instruction is incredibly important when utilizing assessment in the classroom. The first step is to plan your lesson, and the second is to teach. The third step is where assessing the students comes in, and evidence is gathered, and the fourth step is gathering feedback from the students. Once feedback is gathered, the teacher has to take that information and reflect back to her original lesson plan. The cycle is then continued with the presentation of a revised lesson that is taught to the students, who are once again assessed for understanding. This cycle is extremely important to apply in one's classroom because it helps ensure that the students that do not have a full understanding of what is being taught are not left behind. Another major aspect of assessment is teaching students how to constantly assess themselves. Self assessment is a meaningful way for students to learn, and will help their learning experience. Self assessment can be encouraged by sharing feedback from assessment tasks with students. This helps them to know exactly where they are struggling and where they need to grow, which can show them how to self assess themselves. "When we teach to a child's or adolescent's brain, we empower that student with the 'inner resources' that directly affect his or her ability to pay attention, engage, and create meaningful learning experiences" (Link at bottom). If a student can unlock the idea of self assessment, they can constantly help themselves to learn and grow. 
     In my future classroom, I plan to use assessment not only as a tool to improve my teaching and students' understanding, but also to help teach students how to begin the process of self assessment. I also do not plan to use tests and grading as an assessment tool until I am sure that my students can perform well and that they are ready to finish one topic and move on to the next. I plan to use assessment to make sure that no student is left behind and to make sure every student is prepared for what is ahead when they are finished with my class. Once a student falls behind, it is very hard for them to catch up with the rest of the class. I plan to stop this from happening using the assessment tool. 

Link: https://www.edutopia.org/blog/self-assessment-inspires-learning-lori-desautels

Using Zoom

     Today in Education 250, we were introduced to a new tool that can benefit us in our future classroom. Instead of meeting in our actual classroom, our teachers decided to introduce us to a virtual classroom using an application called "Zoom." The virtual classroom was very different, and I immediately disliked being in an online classroom due to my difficulty figuring out the program. I did not expect this class to go well for me, but as the class continued, I slowly became acquainted with the virtual classroom. Although my initial reaction to this type of class meeting was negative, I actually ended up enjoying the virtual classroom by the end of the session.

     While participating in the virtual classroom, I found myself feeling more confident in my knowledge and ability to answer questions. In an actual classroom, I tend to let other people speak up ahead of me in order to make sure my thought lines up with someone else's thoughts in the class. During the virtual meeting, I was not able to see most of the class, and therefore was not as concerned with making sure my answer matched the thoughts of others. In my future classroom, I am sure that there will be students that are afraid to speak in front of others, or who would rather make sure their answer is correct before sharing. The virtual classroom may be an idea that would take away some of the anxiety or unsureness of this type of student. This tool connects with standard four of the NCTCS, which says "Teachers facilitate learning for their students." I think that the virtual classroom specifically connects with element 4c of standard four which states that "Teachers use a variety of instructional methods." Using the "Zoom" application is definitely a new way of teaching students that could be used to grab their attention and get them engaged. This element says "Teachers choose methods and techniques that are most effective in meeting the needs of their students..." The virtual classroom could give teachers the opportunity to hear from students that do not generally speak up and that do not exhibit confidence when answering questions in class. I believe that building confidence through "Zoom" is certainly a way of meeting the needs of students. One essential goal for teachers to achieve is creating a positive learning environment, and "Building confidence in students is one of the most important steps educators and parents can take to ensure an atmosphere for learning" (Link at bottom).

     Since I am planning to obtain an elementary education degree, I could be placed anywhere from kindergarten to sixth grade. Although I hope to be placed in a kindergarten classroom, I have been challenged to look beyond my preferences in order to broaden my knowledge. The virtual classroom is a great tool to begin my discovery of upper grades because I feel that this tool could be extremely useful in fifth and sixth grade classrooms. I think that fifth and sixth grade age students would be perfect for the virtual classroom because they are mature enough to navigate a program of this sort, but are also at a very insecure stage where they may be afraid to be incorrect when speaking up in a classroom setting. In my possible future fifth grade classroom, I would use zoom to create group discussions, both in break out sessions and as a whole.
     The virtual classroom is an extremely beneficial tool that can be used in a classroom today, but I have also acknowledged that in the future, children may attend school from their homes using this type of classroom. I am sure that education will change between now and when I become a teacher, and I have to prepare myself for this possible future reality.

Link: http://www.edu-nova.com/articles/student-confidence/

Learning to Adapt Quickly

      One major thing I have been learning in education 250 is the way teachers have to quickly adapt to any situation. As a future kindergarten teacher, I am beginning to realize how vital this tool is in order to always have control of my classroom. In a room full of five-year-olds, if you are not always one step ahead, you will lose structure and order in your class. Teaching is "full of unexpected events, un-looked-for surprises, and unanticipated twists and turns. The one thing teachers can expect with total confidence is uncertainty. While this never-a-dull-moment aspect of teaching might at times be stimulating, it can also present the teacher with major challenges" (Link at bottom).
     In education 250, we have been given many opportunities to increase our ability to adapt quickly to any situation. My fellow classmates are often called to the board to teach something that they had no prior preparation for. The first time this occurred, I knew that if I had been called I would have panicked. This made me realize my need to grow in this area in order to prepare for real situations in the future. Today in class, we were given a task in groups were allotted twenty minutes to prepare to teach the class. I felt as if this was a very realistic scenario of what could occur in my future classroom. For example, if a teacher at my future school needed to leave, I could possibly be asked to take over her class while my own class was in music, physical education, etc. This would mean I would have very little time to prepare for the lesson that the previous teacher had created. I think that the idea of adaptation related very well to the NCTCS, especially standard five which states that "Teachers reflect on their practice." I think this idea specifically relates to element c of standard five which says "Teachers function effectively in a complex, dynamic environment." This element tells us that teachers "understand that change is constant, [and that] teachers actively investigate and consider new ideas that improve teaching and learning." I believe that learning to adapt to new situations in an ever changing career is essential to improving as a teacher and making the students' learning experience the best it can be.
     I plan to continue to improve my adaptation skills previous to my teaching career, and also after I have gained employment at my future school. I believe that adapting to the twists and turns of education can always be improved. This skill is vital in keeping control of my class and making sure students gain from every learning experience possible, and I hope to become increasingly better at adapting before I am placed in a classroom.

Link: http://link.springer.com/article/10.1007/s10763-014-9515-3

My High School Observation

        My experience at the high school was extremely different from my observations at the middle school and elementary school. It was very intimidating to walk into a classroom full of students that were so close to me in age. I was pushed very far out of my comfort zone during this observation, but I believe this was a good thing. I observed a ninth grade history class, and they were learning about the constitution convention. 

        The teacher I observed was an extraordinary teacher. She seemed to have a very rowdy class, yet she used their talkative nature and sarcastic comments to her advantage. Anytime a student would make a comment that was related in any way to her lesson, she would take their comment and incorporate it into the lesson. I thought this was extremely helpful in learning classroom management, and I believe it was very effective. She showed the students extreme respect, and they returned that respect to her. "Teachers should never forget that they are powerful behavioral role models for their students. Because they shape student behaviors by their own example, teachers should hold themselves to the same standards for civility and respect that they expect of their students" (Link at bottom). The students were allowed to converse with her about the lecture, and she asked them questions frequently throughout the teacher input part of her lesson plan in order to keep them engaged. This helped keep the students focused, and helped them have a part in their learning experience. She definitely took some very uninterested students and helped them to learn and engage in the class. This style of teaching definitely utilizes NCTCS standard four, "Teachers facilitate learning for their students." Specifically, element 4c which says "Teachers use a variety of instructional methods." The educator that I observed used a power point as a visual aid, lectured, and allowed discussion for each topic. The mixture of teaching methods definitely helped to reach a variety of different learners, and seemed to help all the students learn the material. 

        The main thing I learned during this observation is that you can take behaviors that are intended by the students to be negative, and turn them around to engage them without having to negatively punish the student or stop class for their disruptions. Often, these students did not even realize they were being engaged and beginning to learn. I do realize that this would not work in every situation, but the flexibility and engagement this teacher displayed was remarkable. I definitely benefitted from observing this teacher, and I hope to be able to facilitate my classroom in the same way in the future. Even though I plan to teach kindergarten, the same goals of engagement and focus can be used at any age of students. Throughout all three of my observations, I have seen that students respond much better to a positive teacher than to punishment. I plan to make my future classroom a very positive and uplifting atmosphere, and I have learned a variety of different ways to do this by watching these teachers in their own classrooms. 

Link: http://www.interventioncentral.org/behavioral-interventions/schoolwide-classroommgmt/establishing-positive-classroom-climate-teacher-ad

My Middle School Observation

        My observation of the middle school was very informative and interesting. Although it did not change my mind about teaching elementary school, I still learned a lot from this experience. I was assigned a sixth grade science class, and their lesson for the day was on energy.
        One of the major methods the teacher I observed demonstrated was complete awareness of individual student needs. In order to teach the class about energy, the teacher assigned an article for the students to read, and questions to answer based on the reading. As the students worked individually, the teacher went to every student and assisted in different ways in order to provide guided practice for her students. As I listened to the responses this teacher gave each child, I realized she answered every student differently. Some students were given additional examples, assistance, and encouragement, whereas other students were simply prompted to answer the questions in their own way. This teacher obviously knew which students were insufficient in this area of learning, and which students were well beyond sufficient. I think being aware of the learning style, ability, and level of each student is extremely important for a teacher to grasp in his or her classroom. I hope to make this extremely prevalent when I teach in the future, and pay very close attention to each student in order to learn their individual needs. This directly connects with the NCTCS, specifically standard one, "teachers demonstrate leadership." Element 1a under standard one states that "Teachers demonstrate leadership by taking responsibility for the progress of all students..." Teachers can show students that they are capable of learning and growing when they lead in a way that helps all students progress in education. The awareness of individual student needs also directly relates to standard four, "Teachers facilitate learning for their students." Specifically element 4a, which says "Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students." In order for any teacher to successfully help all students learn, they have to be aware of the way each child learns best and the level of assistance they require.
      Another major thing I noticed in this classroom was the distracted behavior of the students. The article that the students were given about energy was intended to give the students a relevant, real life example of what they were learning in order to engage them and give them something to connect to. I believe this backfired slightly in this classroom. The students were not focused, and I noticed many of them becoming extremely distracted very easily. This helped me to realize the importance of over planning for my future classroom. The lesson that a teacher plans may not always be engaging and beneficial in the way it is intended to be. I believe if the students are not engaged, they are not learning and need to move on to something else. I hope to be able to enforce this in my future classroom in order to create the best possible learning environment for my students.

My First School Observation

     Today for Education 250 we went to a local elementary school to observe. I was assigned a kindergarten class, which also happens to be the grade I want to teach! I was very excited to get to see a teacher in action in the exact setting that I hope to one day be in. I thought the teacher I observed did very well facilitating her class, and I learned a lot while watching her teach.
     One of the major qualities I noticed about the teacher I observed is her patience and her ability to multitask to an extreme level. She was able to continue to focus on what she was teaching the children and what her task was, even as the students constantly called to her to show her their progress and to ask her questions. She was also very patient with the children that continued to misbehave. She never raised her voice to any students, and always politely asked them to stop. This teacher also had a different method of "time out" that I really liked. Instead of calling the place misbehaving students were placed in "time out," she called it "refocus." In this station, the child worked independently in order to refocus their attention before coming back with the rest of the group. This was very effective and I plan to keep this tactic in mind for my future classroom. I think it is important when disciplining students to stay positive and not make the child feel embarrassed or punished if possible, but help them simply shift their energy and attention and help them to realize they have to focus on the task at hand. "Students who are regularly the object of punishment may over time show a drop in positive attitudes toward school (resulting in poor attendance and work performance), have a more negative perception of teachers, and adopt a more punitive manner in interacting with peers and adults" (link at bottom). This teacher did an amazing job of always being uplifting and positive, and never making a child feel unwanted or "bad". This directly connects to the NCTCS, specifically standard two. This standard says, "Teachers establish a respectful environment for a diverse population of students," which I believe is what this teacher aimed for when disciplining students in her classroom.  I would like to facilitate my classroom with the same kind of positive energy in the future.
     I also really admired the way the teacher handled the classroom in a "controlled chaos" type system while doing centers. To anyone else walking in the room, it seemed as if the children were everywhere and that there was no order to it, yet the teacher had everything completely under control. The teacher provided help at one of the centers that the children were doing, but she was very aware of whether the children at other stations were being productive or not. She was very well prepared in order to provide the outcome from the centers that she desired.
    I realized during this observation that I have a very long way to go before I am the teacher in a classroom full of kindergartners. There are many behind the scenes skills that teachers have to work towards, such as patience, multitasking, being overly prepared for every situation, etc. There is so much more to teaching than many people realize, and I will definitely need to work on some of these skills before I reach the classroom.


Link:http://www.interventioncentral.org/behavioral-interventions/challenging-students/what-every-teacher-should-know-about%E2%80%A6punishment-techni
   

The Importance of Elementary School

     One of the major things that impacted me this week is the realization of how important elementary school is for children. I already knew any level of school was critical for a child, but I did not understand the significant role elementary school teachers have. Dr. Clark and Dr. Parker informed us on Monday that one bad teacher sets a student back three years in their academic learning. Once students reach middle school, if they do not understand the basic ideas of reading, writing, and simple mathematics, they will most likely never catch up. This makes the elementary school years crucial for building a good foundation.

     "The fundamental finding is that good teachers have an extraordinarily powerful impact on the future lives of their students"(link at bottom). The role that a teacher has in a child's life is incredibly powerful. Having a good and caring teacher could change a student for the better, especially when children do not have the care and attention they desire from their home. Children need a teacher to encourage them and use the best possible methods for them to learn in order to build their self esteem and make them feel as if they are capable of learning. The difference you are able to make, the chance to make a child feel smart, encouraged, and even loved, this is the reason I want to teach. I want to build a learning foundation for the children in my future kindergarten class that they will build on for the rest of their lives, while also showing compassion to these children as they go through life. Teaching is a profession where you make an impact, no matter what. The problem is, each teacher has to decide what kind of impact they want to make. "Symmetrically, research shows the lasting damage that poor teachers have on the lives of their students" (link at bottom). As a teacher, you cannot choose whether you want to make an impact or not, this is inevitable. "Do the effects of good teachers (or bad teachers) quickly fade away? the answer is no. Even as these students leave school and enter into adult careers in their late 20s, the significant trace of their early schooling is quite discernible" (link at bottom). You can choose to make a positive difference in the lives of children, and that will be the goal of my teaching when I have a classroom of my own. 

     Standard one of the NCTCS says that "teachers demonstrate leadership." I think this is a huge part of teaching and making a positive difference for children. Elementary age students are with their teacher longer than they are with their parents on a day to day basis. This means that the children will gain some of their characteristics from watching their teachers. Every move a teacher makes matters. Whether this is a positive or negative attribute in teaching, that is a decision every teacher makes themselves. 

Links: http://hanushek.stanford.edu/publications/low-performing-teachers-have-high-costs

The Walking Classroom

       One of the activities we did in class this past week in education 250 was the walking classroom. This is a way of learning where students listen to a podcast while walking around outside, and then after the podcast is over, students meet back in the classroom to review what they have learned. I think this is a very good idea to use in order to promote student learning. The walking classroom's official website states that "In addition to the obvious health benefits of walking, there is much research confirming the link between exercise and cognitive function. Students return to the classroom in better moods, more focused, and more likely to engage in post-walk discussions. Teachers regularly report that after implementing The Walking Classroom, students retain the information better, demonstrate better behavior and engagement in the classroom, and perform better on standardized exams" (Link at bottom). 

       The walking classroom will help teachers demonstrate the North Carolina Teaching Curriculum Standards (NCTCS) in many different ways. For example, the fourth standard of the NCTCS states that teachers should "facilitate learning for their students." Teachers should use strategies and tools that help the students learn best, and I think the walking classroom is a great way to help all different types of learners. Audio learners will be able to gain the most knowledge from the listening aspect of the walking classroom, kinesthetic learners will have the movement of walking outside as an advantage, and visual learners will have the option of taking notes as they learn. This activity applies to the majority, if not all different types of student learning and is a very beneficial tool in education today.

       I would most certainly take advantage of the walking classroom when I am a teacher in the future. I think, kindergarten in mind, that the idea may have to be tweaked slightly for the age I hope to have, but it would still be very useful. I think in order to make the walking classroom most effective in my future kindergarten class, I would have the class walk together while listening to a podcast that is slightly shorter than a normal walking classroom may be. This tool that I plan to use in the future will be a great way to get students involved and excited about their learning as well as give students a chance to escape the norm of sitting in a classroom for a few minutes. I can't wait to apply this activity in the future. 

Links: http://www.thewalkingclassroom.org/our-program/

Using the KUD strategy to understand the NCSCOS

In Education 250, we have focused on the North Carolina Standard Course of Study and how to “unpack” those standards. We have learned to delve deeper into the meaning and understanding of the standards that we are given to teach students by using an acronym called KUD. This stands for Know, Understand, and Do.

By using the KUD, teachers are able to gain a better understanding of the information that they are expecting their students to learn. The North Carolina Department of Public Instruction states that the purpose of this program is “to increase student achievement” by making sure that teachers are equipped with the tools and information needed to help their students (link at bottom). Without looking deeper into these concepts, teachers will not gain full knowledge of what they are teaching their students. Without a full grasp of the teaching standard that one is attempting to convey, very little understanding will occur within the class. This causes students to ultimately waste their time in the classroom, and also causes testing and any other assessments to be meaningless.

Using the KUD acronym to unpack and fully understand the standards of the NCSCOS is a very important tool that I plan to use in my future classroom in order to provide the best teaching strategies for full student understanding. The North Carolina Teaching Curriculum Standards (NCTCS) even state in standard three that teachers should “know the content they teach.” Under this standard come the smaller more focused applications such as teachers should “make instruction relevant to students,” “recognize the interconnectedness of content areas,” and “know the content appropriate to their teaching specialty.” I believe that without using the KUD and unpacking each of my standards that are being taught, I will not be able to accurately fulfill this teaching standard.

Link: http://www.dpi.state.nc.us/docs/curriculum/science/scos/support-tools/unpacking/science/physical.pdf