4. Standard Videos…
Each of you will create a
short, informative standard
video utilizing GoAnimate.
Your script may be serious
or comical. You are
completely free to make all
creative decisions on your
own.
5. Writing Prompt…
Prompt 2 (1.3): In what ways do you conduct
research? How will you teach students to
become researchers?
6. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
7. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
8. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
9. Inquiry Based Learning…
• Seeking through questioning
• Placing information into the
context of a conceptual
framework
• Focused on how things are
organized, how things
change, how they interrelate
and how we communicate
about these elements
10. Inquiry Based Learning…
• More student centered with
the teacher as a facilitator of
learning
• More emphasis on “how we
come to know” and less on
“what we know”
• Students are more involved in
the construction of knowledge
through active involvement
11. Inquiry Based Learning Assessment…
• Focused on determining the
progression of skill
development in addition to
content understanding
• Concerned with in-school
success, but also concerned
with the preparation for life-
long learning
12. Inquiry Based Learning Activity…
Create a wish list of
characteristics for the
“life-long learner.”
What characteristics
must such a person
possess?
13. Inquiry Based Learning Activity…
Now consider how you
would teach these skills
in the art classroom
space.
15. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
16. Writing Prompt…
Prompt 3 (1.4): Your principal has just asked
you to team up with the social studies teacher
in your building. Quickly brainstorm an
interdisciplinary lesson.
17. Interdisciplinary Learning…
“Interdisciplinary: a
knowledge view and
curriculum approach that
consciously applies
methodology and language
from more than one
discipline to examine a
central theme, topic, issue,
problem, or work.”
- Heidi Hayes Jacobs
18. Interdisciplinary Learning…
• Helps create meaningful links
across the fields
• Challenges students to engage in
higher order thinking skills
• Can create a sense of collegiality
and enthusiasm among teaching
peers
• Naturally excites and motivates
students by presenting material
in a differentiated way
19. Interdisciplinary Based Learning Activity…
Each of you will be provided
a specific age group to focus
on. Using the UMSL Lesson
Plan Template, map out a
lesson that would be exciting
and engaging for your future
student clientele which also
includes the additional
subject arenas mentioned.
Share your brainstorm on the
appropriate discussion board.
21. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
22. Writing Prompt…
Prompt 4 (1.5): True or false, your future students will
represent diverse social and cultural perspectives. How will
you learn about these differences? How will you help children
learn about one another’s differences? How will you embrace
such differences in a way that impacts student learning?
24. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
25. Content Knowledge and Academic Language…
• In what ways have
you prepared as an
artist?
• In what ways have
you prepared as an
educator?
• How will your
preparation impact
student learning?
27. Standard One…
Standard #1 Content knowledge, including varied perspectives aligned
with appropriate instruction. The teacher understands the central
concepts, structures, and tools of inquiry of the discipline(s) and creates
learning experiences that make these aspects of subject matter
meaningful and engaging for all students.
Quality Indicator 1: Content knowledge and academic language
Quality Indicator 2: Student engagement in subject matter
Quality Indicator 3: Disciplinary research and inquiry methodologies
Quality Indicator 4: Interdisciplinary instruction
Quality Indicator 5: Diverse social and cultural perspectives
28. Student Engagement…
• In what ways do you
ensure student
engagement?
• What is one section of
the UMSL lesson plan
template that really
focuses on student
engagement?
30. What Now?
• Draft your first standard reflection in a Google Doc
named accordingly (Sarah Cress - Standard One).
• Share your Google Doc with one peer before it’s due
date next week. This peer will provide preliminary
feedback for you via “Comments.”
• On the due date share your REVISED Google Doc
with your instructor (sncp63@mail.umsledu and
sarahcress@gmail.com). She will provide additional
suggestions for growth.
Editor's Notes
10 minutes Break after this slide
Share some examples of your interdisciplinary interactions.