InTASC Standard #5: Application of Knowledge
- The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
To best show my competence in InTASC standard #5 (application of knowledge) I will show that I can use differing perspectives to engage learners in critical thinking. I will show how I push students to think creatively and use problem solving when relating it all too authentic issues.
My first artifact is a perspective worksheet that I created. This aided the students and myself, to fulfill the standard. The perspective sheet is used to help my students gauge their views in a way that directed their thoughts to a point. First they were given the perspective worksheet which asked them to list five different thoughts of their own on the issue of teaching creationism alongside evolution in the science classroom; before they had any background knowledge. The students were then asked to read an article and watch a movie, both of which displayed the two sides of the issue. After gaining some background the students were given the perspective sheet again to make another list of their thoughts on the issue. They then used their perspective sheets to lead an informal class-wide conversation on the issue. The worksheet shows the students’ ability to be creative by connecting different modes of learning and types of information. It allows them to weigh the issues after hearing them, and allows the student to think critically about what the best course of action would be.
My second artifact is a lesson plan I created during one of my courses at Loras. This artifact uses problem solving to answer a question in current events. The Ebola outbreak is an important issue and in this lesson. The students are tasked to use a questioning device called QAR to see where the virus comes from. They are given articles and must deduce which is the most likely way that Ebola is spread so rapidly. This shows student problem solving and critical thinking in action. It connects their learning to a relevant and poignant issue facing us today.
These artifacts helped me grow as a teacher because it showed me, for the first time, the varying opinions of the students. As one may suspect, students with strong opinions one way or another may start to cause a debate that is unnecessary for school. It was a good lesson for me when we brought the perspective sheets to discussion to be an effective mediator for a wide array of passionate arguments. It also showed me that connecting the lesson to local events that may not have answers in the book can create an environment of critical thinking, and creative problem solving in order to answer the questions proposed.
My first artifact is a perspective worksheet that I created. This aided the students and myself, to fulfill the standard. The perspective sheet is used to help my students gauge their views in a way that directed their thoughts to a point. First they were given the perspective worksheet which asked them to list five different thoughts of their own on the issue of teaching creationism alongside evolution in the science classroom; before they had any background knowledge. The students were then asked to read an article and watch a movie, both of which displayed the two sides of the issue. After gaining some background the students were given the perspective sheet again to make another list of their thoughts on the issue. They then used their perspective sheets to lead an informal class-wide conversation on the issue. The worksheet shows the students’ ability to be creative by connecting different modes of learning and types of information. It allows them to weigh the issues after hearing them, and allows the student to think critically about what the best course of action would be.
My second artifact is a lesson plan I created during one of my courses at Loras. This artifact uses problem solving to answer a question in current events. The Ebola outbreak is an important issue and in this lesson. The students are tasked to use a questioning device called QAR to see where the virus comes from. They are given articles and must deduce which is the most likely way that Ebola is spread so rapidly. This shows student problem solving and critical thinking in action. It connects their learning to a relevant and poignant issue facing us today.
These artifacts helped me grow as a teacher because it showed me, for the first time, the varying opinions of the students. As one may suspect, students with strong opinions one way or another may start to cause a debate that is unnecessary for school. It was a good lesson for me when we brought the perspective sheets to discussion to be an effective mediator for a wide array of passionate arguments. It also showed me that connecting the lesson to local events that may not have answers in the book can create an environment of critical thinking, and creative problem solving in order to answer the questions proposed.