Teaching Preparation and the Curriculum

I think that as we are exploring this course it has become apparent of the issues that might come up as being a student-teacher. Such as the importance of  the methods to b an effective teacher, and its practices (as referred to in my previous blog). But the issues based on the importance of teacher preparation by knowing the content in being able to integrate the information from a curriculum onto different mediums is a new area.

(Retrieved At: http://www.teachingquality.org/sites/default/files/users/user212/ComplexContext.jpg)

The ability to evaluate and integrate the curriculum into the classroom that works for students is a major problem that we need consider as student-teachers, so that we come to enter the profession, we would be able to learn and grow as educators.

 I found a site that best summarizes the importance of  teaching preparation in relation to quality teaching.

Knowing Your Curriculum

Over the years and learning about the foundations of education, and ethics of teaching that are meant to be the foundations of our theory and even practices in the future. I have come to understand the importance in learning about the curriculum.

Knowing your curriculum is a major starting point in becoming prepared to teach. This is because the need to review the introductory material for different subject matters can help you understand just what exactly students are expected to learn. As well it helps teachers to not only identify the material required  to develop a mastery of information. But, to help challenge and develop a way for teacher to match the strategies to teach the curriculum that meets individual student requirements (Hunt, Wiseman & Touzel, 2009).

Here are some steps that can help you to know your curriculum:

1. In going through a curriculum document students also to analysis how a subject can cross connect with other grade levels such as K-12. This is done in order to know the curriculum big ideas for a better insight into the content (Drake, Kolohon & Reid, 2014).

 2. Looking at a curriculum's KDB components (The Know, Do and Be) Being able to identify the systems and structures that connect with communication, inquiry and they overlap with other subjects, for examples the art. This is an interest aspect of teaching preparation that can be looked a further here.

The ideals of communication in regards to the arts curriculum focus more on the ability to create. The end product of what a student produces in the art class acts as a form of communication (Drake, et al, 2014).

Here is video that explains how a subject matter acts a type of medium that expresses other subject components by integrating other subjects.

 (Retrieved At: https://youtu.be/YPaRmEzz-Gs)

3. Knowing your students. It is needed to be mindful of the multiple intelligences and learning preferences that exists in a classroom. By adding different assessments, feedback and activities into the classroom, students learning desire and preference may be learnt. Ultimately, it is the goal of the teacher to move one set of student understanding and move them forward to other interest and skills sets (Darling-Hammond & Brandford, 2005.  By knowing your students you can help aid this goal.

Final Note:

I see that in that once I have transition into my first year of teaching I will be reminded of the importance of being prepared based on content information as well I will be aware of the need to deal with a variety students. And I have come to understand how important it is to see the differences of the KDB components by learning how they overlap. And how they can be used in a similar manner for other subjects to better get information across to students by being prepared on not one singular course material. 

Further more being prepared and making cross subject connections can be used to evaluate a student’s needs and be able to make accommodations. Also by drawing on connections from other subjects is can help to promote critical thinking development and collaboration in the classroom which can help in getting to know how your students learn.

Reference:

Darling-Hammond, L. & Brandford, J. (2005). Preparing Teachers for a Changing World. San 
  
              Francisco, CA: Jossey-Bass.

Drake, S., Kolohon, W., & Reid, J., (2014). Interweaving curriculum and classroom assessment.

Hunt, G., Wiseman, D., & Touzel. (2009). Effective Teaching, Springfield: Charles C Thomas

            Publisher, LTD.