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Content Statement

The Content Goal is as follows: A teacher knows the teacher’s content area and how to

teach it. The project selected to represent this goal was a science unit created in the Science

Methods in the K-8 Classroom course. The three-lesson unit on weather was designed for first

grade students using the Backwards Design and Understanding by Design methodologies

presented in the Curriculum Design A, B, & C courses. Educators have many aspects to consider

when creating lesson plans. Those aspects of lesson plans include differentiating for the needs of

students and that the lessons are compliant with set standards.

The Curriculum Design courses established the expectations for pre-service teachers to

prepare lessons for students in the classroom. To ensure that the content was presented in

accordance to the Alaska State Common Core Standards, pre-service teachers were instructed to

learn and use the Backwards Design and Understanding by Design (UBD) methods in all of the

lesson plans. “A main tenet of the UBD model involves starting at the end rather than at the

beginning of the planning process” (Sumrall & Sumrall, 2018). Creating lesson plans that follow

the succinct pattern of the UBD for lesson plans ensured that the standards were met through the

assessments and lesson goals and objectives.

Students come to the classroom for the experience of learning. Educators create and

establish the environment for students to learn the content of what is required for them per

subject. “Teachers are primary mediators of thinking and learning for their students, and

understanding how excellent teachers function and use thinking skills is an important, albeit

often underserved, area of research” (Henriksen, 2016). Some classrooms that I have worked in

were more involved in lessons when the students were able to use the guidance of the teacher

and learn through individual experiences.

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All classrooms have their unique dynamics that are incorporated in lesson planning and

delivery. When I am planning lessons, I tend to include many of my own experiences and stories

into the lesson to make the lesson have value and meaning to the students. “Knowledge held

personal connections when I [Brevetti] could relate it to their interests, backgrounds, and lives”

(Brevetti, 2016). When learning new knowledge students may enhance the reception of that

information through the prior experiences and previous knowledge.

The Alaska Common Core Standards set the content for educators to instruct students. It

is crucial that educators be well versed in particular content, or have the resources to provide

information to students. There are numerous approaches to explaining content to students, but

the most important objective should be to determine which method works best for the particular

students in the classroom. Students can be engaged or disengaged depending on the mode of

delivery. Through a journal article on professional learning, educators shared their views and

experiences on teaching content. “Another teacher in another school indicated individual

students with significant issues becoming passionate about their learning following the teacher

introducing new pedagogies such as improved questioning and also learning new techniques for

dealing with disengaged students” (Owen, 2015). Understanding the content to be presented to

students in important, but like students, educators are still learning and do not know all the

possible information in a particular content area.

The Alaska Common Core Standards provide educators with the content in which

students should be instructed. Educators have the opportunity to design lessons to fit the

environment of the classroom by assessments and goals and objectives through the Backwards

Design and Understanding by Design methodologies. Content and presentation are key details

for students to be engaged and able to grasp new knowledge.

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References

Brevetti, M. (2016). Laughing and Crying through First Year of Teaching. Journal of Thought,

50(1), 37–48. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.

ebscohost.com/login.aspx?direct=true&db=ofm&AN=117087700&site=eds-live

Henriksen, D. (2016). The seven transdisciplinary habits of mind of creative teachers: An

exploratory study of award winning teachers. Thinking Skills and Creativity, 22, 212

–232. https://doi-org.ezproxy.uas.alaska.edu/10.1016/j.tsc.2016.10.007

Owen, S. M. (2015). Teacher Professional Learning Communities in Innovative Contexts: “Ah

Hah Moments,” “Passion” and “Making a Difference” for Student Learning. Professional

Development in Education, 41(1), 57–74. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=eric&AN=EJ1047178&site=eds-live

Sumrall, W., & Sumrall, K. (2018). Understanding by Design. Science and Children, 56(1), 48

–54. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.

ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1187970&site=eds-live