Running head: CONTENT KNOWLEDGE Sutton 1

Content Knowledge

Maria Sutton

Regent University
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Introduction

This paper will focus on the content knowledge competency, which requires me to

provide evidence of strong content knowledge through a standards-based lesson. Many effective

teachers are knowledgeable in their content areas as well as pedagogy and for good reason. After

all, “research consistently shows that well-aligned lesson plans lead to better student learning

outcomes” (Drost & Levine, 2015, p. 37). By creating lessons—and activities by extension—that

derive from national or state standards, we as educators are holding students accountable for

their learning. If they are expected to be proficient in certain areas, we need to create content,

activities, and assessments that scaffold student learning until they reach the threshold or leap

over it. As a result, I have chosen to include a lesson plan and accompanying activity (a Google

Jamboard) as representations of a standards-based lesson. These are my two artifacts for this

competency.

Rationale for Selection of Artifacts

The first artifact, my lesson plan, blends standards with active learning. Although direct

instruction takes place, it is brief and straightforward. I have noticed that I often struggle with

brevity when providing direct instruction, but this lesson lends itself to this since I created the

main part of the lesson to be interactive. That is where Google Jamboard comes in. Since this is

my second artifact, I will describe it in more detail later on. My lesson as a whole includes an

anticipatory set that activates prior knowledge, direct instruction on making inferences and

drawing conclusions, and modeling as well as guided and independent practice with these

processes. I am choosing to utilize this lesson plan for the content knowledge competency

because it takes essential knowledge and skills and integrates it with technology to meet the

needs of 21st century learners both in and outside our physical classroom.
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My second artifact is the Google Jamboard I mentioned in the previous paragraph. It

covers the content given during direct instruction by connecting it with the story we read in class

the day before (“Falling Girl” by Dino Buzzati). Students start the inference process by adding

facts regarding our main character (Marta). After reviewing these facts, we will then ask

ourselves what else in the story might be true based on what is explicitly stated. This is making

inferences. Finally, we will focus on one or two inferences in order to draw a conclusion. My

block 3 students wanted to focus on the circumstances of Marta’s death, so we came up with

reasons that might explain why she didn’t make a sound when she reached the ground. As we

participated in each step of the process, we reviewed several literary elements along the way.

These are key concepts within our short story unit. Ultimately I am choosing this Jamboard as

my second artifact because I believe it serves as a prime example of a creative and interactive

standards-based activity.

Reflection on Theory and Practice

Classes such as UIS 200 (Orientation in Teaching) and UED 400 (Curriculum Design)

taught and reminded me of the reason why we create standards-based lessons. It isn’t to confine

student learning, but rather to ensure that each student receives developmentally-appropriate

content and is given opportunities to practice real-world skills. In their book Child and

Adolescent Development in Your Classroom, Christi Crosby Bergin and David Allen Bergin

emphasize the importance of creating engaging standards-based lessons, advising teachers to

“provide optimal experiences for your students” (2015, p. 52). The online Cambridge Dictionary

defines optimal as “the best or most effective [thing] possible in a particular situation” (Optimal).

Based on this definition, I am constantly striving to create optimal lessons and experiences,

especially at the start of a unit when a large chunk of content must be given to students before
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they can move on. With the classroom modifications that have occurred due to COVID-19, I am

doing the best I can with what I have. I can honestly say without a doubt that I have prioritized

the needs of my students every day since my first day in the classroom. While several of my

experience-based abilities have improved with time, my passion and purpose has always led me

to care about my students and make them my top priority. Each week I become more skilled at

“design[ing] meaningful instructional activities to meet the aligned objectives and assessments”

(Drost & Levine, 2015, p. 37). I believe it is my responsibility to make learning memorable and

possibly even fun for these students and those to come.

On a similar note, I believe we must also do our part as educators by constantly

expanding or improving upon our content knowledge. Since I am just beginning my teaching

career, I have a recent yet limited collection of knowledge. My student teaching experience thus

far has already included several moments where I have expanded my knowledge through

conversations with my cooperating teacher. She gave examples of what she normally teaches

throughout the year and how she teaches it. I remember her mentioning specific questions she

would ask students or explain how she would present certain concepts to them. The way she

broke down and described these concepts strengthened my own understanding. This allowed me

to become more confident in my own teaching because I was more familiar with the content. As

I reflect on this, I am reminded of Proverbs 27:17 which says, “As iron sharpens iron, so one

person sharpens another” (Biblica, 2011). This is definitely the case when it comes to the

relationship my cooperating teacher and I have formed. I have learned so much from her, and I

will certainly miss our talks, both educational and personal.

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References

Bergin, C. C., & Bergin, D. A. (2015). Child and adolescent development in your classroom

(2nd ed.). Cengage Learning.

Biblica. (2011). The Holy Bible NIV.

Drost, B. R., & Levine, A. C. (2015). An analysis of strategies for teaching standards-based

lesson plan alignment to preservice teachers. Journal of Education, 195(2), 37-47.

https://doi.org/10.1177/002205741519500206

Optimal. (n.d.). Cambridge Dictionary | English Dictionary, Translations & Thesaurus.

https://dictionary.cambridge.org/us/dictionary/english/optimal