INTASC+1

INTASC 1

Reflection on INTASC 1: Making Content Meaningful As teachers, it is our job to convey material to our students in the most effective way possible. In order to do so, we must know our content material thoroughly enough to perform, and we must find multiple ways to convey this content material to our students. These are the very requirements that define INTASC 1, “Making Content Meaningful.” As well educated professionals, we have already mastered a passion and solid understanding for our material; however, with this in mind, how do we make content meaningful to //all// of our students? I believe the first step to answering this question is to ask ourselves as instructors. What makes this content meaningful to us? In asking this question, we may find that the reason the content is so meaningful is because we feel connected to it. It is with this realization, that we can inspire our students to make the same connection and find the same meaning within the material. In any lesson, it is important for students to feel as though there is a relevance that can tie the lesson into their own lives. We can create this connection by inquiring their interests into classroom activities, drawing on their past experiences, and also by questioning their prior knowledge. Allowing the student to feel a personal connection with the material will create a deeper interest with the content. For example, in an English classroom, if a teacher were to begin a ‘coming of age’ novel, the teacher might begin the unit with an activity that connects the students with the main character. For a pre-unit activity, the teacher could ask their students about a time in their life when they felt they had experienced a time of transformation. By asking this question, the teacher has ultimately engaged the students in a fun, reflective activity, and they have also begun to make the connections between their students and the material. This will not only spark the student’s interest, but it will enhance the student’s understanding. INTASC 1 has a major importance within the classroom because it proves that the teacher is knowledgeable enough with their material to serve as the best guide into student’s connection with the material. This principle will allow students to experience the material in many beneficial ways that will allow the content to become not only meaningful within the classroom, but useful throughout their academic career.



Reflection A: “The Teacher Understands the Central Concepts of the Discipline to be taught.” Within INTASC 1, my unit plan of Self-preservation clearly identifies with the understanding of the central concepts of the material. For my unit plan, I decided to create a unit based upon the strength and self-preservation of an individual because I am well aware that whether in high school or in middle school, students face the concept of individuality and self identity the most during this point in their lives. With this in mind, I would love for my students to connect with the characters of Frederick Douglass in his own Narrative and Brian from //Hatchet//. Both characters offer a significant example of being suppressed by the individuals or environment around them, yet, both characters managed to rise above the elements in order to find their inner-strength and individuality. The unit plan as a whole relates to student learning because both literary pieces invite students to look deeper into the journey the protagonist experiences along with giving them the opportunity to look at specific literary elements that create an author’s stylistic purpose for both literary pieces. We will explore the idea of foreshadowing, theme, and characterization in //Hatchet//, and we will also examine the elements of setting, characterization, and conflict within //Narrative of the Life of Frederick Douglass, an American Slave.// Also, within //Narrative of the Life of Frederick Douglass, an American Slave//, we will examine different aspects of discrimination and the civil rights movement for tapping into background and prior knowledge for the Narrative. This leads to a close connection and relevance for the students based upon their knowledge of their History classes. Within the unit plan, I was also sure to include specific planning, teaching, and assessing methods in order to help my students with the material. Because I am aware that my students appreciate many different forms of assessments, I have created many different methods for measuring their knowledge and understanding of the material. I have given my students the opportunity to assess their knowledge with assessments that demonstrate their creativity and their understanding of both novels. For example, students will experience and define discrimination within the classroom in order to relate to the material on a deeper, and more reflective level. My students will also participate in an activity where they create a six frame story board in order to illustrate their understanding of chapter ten of //Frederick Douglass, an American Slave//. These assessments both encourage students to participate with class work and the material. They also touch upon the different methods of assessing students based upon their different experiences and interests. I have also given my students the opportunity to work in groups in order to best understand and reflect upon important aspects found within the literature. Both of these aspects improve the motivation and connection to student learning.

Reflection B: “The teacher plans a variety of learning experiences that make subject matter meaningful for ALL students”

To best connect my unit plan of self-preservation to my students, I have combined many different forms of assessments that closely tie into the national, state, and local standards of English. Within this unit plan, the different assessments and relations to standards provide my students with relevance and meaningful connections to both novels and the central idea of the unit. The impact of student learning from this unit is demonstrated in a myriad of ways. From the initial understanding of the novels, to the predictions we will make and determine, to the alterations we will make as a class, each student will have a basic and deep connection and understanding of the material presented. In order to be sure of this, I was sure to make my assessments different and effective for all of my students. Within //Narrative of the Life of Frederick Douglass, an American Slave//, my students were given many different forms of assessments to help them connect and show their understanding of the material. Students were asked to paraphrase and state the importance of significant quotes within the //Narrative//. This form of instruction will help them with reading comprehension as they work in groups to discuss and reflect upon the major quotes. They will also be given the opportunity to create their own storyboard in which they can choose a scene from chapter 10 that proves an event of conflict. This will enhance their understanding of the literary element of conflict, and it will also give them a different form of assessment that will provide them with the opportunity to demonstrate their creativity along with their understanding. Within //Hatchet//, I also included aspects of specific planning, teaching, and assessing for my students. My students were asked to create their own list of survival items based upon what Brain found to be important within the novel. They were also asked to add a few items of their own to add for a deeper connection to the assignment. This assessment was a way for students to show their ability to refer back into the text and use textual information to complete an assessment. It will also allow my students to be creative with their assessments. Another teaching method that I used for this novel was to have my students create a sequel to the novel. This will also allow my students to demonstrate their creativity, but it will build upon their knowledge of events and characterization within the novel also. This unit plan demonstrates a variety of teaching methods and central concepts that allow the content material to be relevant and meaningful to all student learning.