In the online physical science A class that I developed and implemented, students were required to do a variety of projects. I had to have a deep understanding of my content area, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge in order to develop and implement this class. Due to the online nature of this class, I required students to complete projects at the end of each module, instead of a test. This would allow me to assess for any gaps, and would also allow me to connect the content area to other content areas and to practical situations encountered outside of the school. For example, in one unit students were required to research a career that related to chemistry and to make a presentation to showcase what they learned. This relates to all content areas in applying research and then making a presentation. In another unit students were asked to calculate the density of 3 different objects they found. This connects math and science together and requiring students to apply a concept to their everyday life. These are just a couple of examples of projects from the course. The goal was to have students learn physical science, while also exposing them to a variety of technology resources that will be useful to know throughout their lifetime. I wanted to model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audiences.
Goal 4: Educators possess current academic content knowledge.
SOE Goals
a. demonstrate knowledge of their content area, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge (K)
b. connect the content area to other content areas and to practical situations encountered outside of the school. (S)
c. demonstrate commitment to professional discourse about content knowledge and student learning of content. (D)
ISTE Standards (NETS-C)
2c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences
6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS-S and NETS-T
SOE Goals
a. demonstrate knowledge of their content area, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge (K)
b. connect the content area to other content areas and to practical situations encountered outside of the school. (S)
c. demonstrate commitment to professional discourse about content knowledge and student learning of content. (D)
ISTE Standards (NETS-C)
2c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences
6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS-S and NETS-T