Book Fair
InTASC Standard 4: Content Knowledge
The teacher understands the central concepts tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content (InTASC, 2013).
Brief Description of Evidence
In the Spring semester of 2020, my EDUC 233 class created a book fair run by three different groups in the class. Each group member had to create a visually appealing book report poster on a book of their choosing and develop at least 2 activities that are appropriate for the book's age level. Each poster had to include all details of the written book report including main characters, major and minor conflicts, climax, age level, a summary of the plot, each activity in the additional book kit for students to take home and complete, and a list of standards for each activity. In addition to the interactive and engaging poster and book kit, I also created an interactive PowerPoint for at-home use and to include extra flexibility in the lesson.
Analysis of What I Learned
Through this assignment, I learned what the most important sections of a book/story are, what types of assignments are appropriate for ages 4-7, how to make an engaging and informative poster/project, and some of the many forms of assessment. I compiled all of this information into an informative and interactive poster and an interactive PowerPoint version for computer use as well. This artifact reflects quite a bit of Howard Gardner’s theories and ideas. It allows for students to utilize their main area of intelligence to create their assignments and requires students to use creativity and art in their work (Northern Illinois University, nd). These assignments are flexible and can be changed depending on a student’s strengths and areas of intelligence and allow them to explore the content and the book to teach themselves while finishing the work.
How This Artifact Demonstrates My Competence in InTASC Standard 4
This artifact demonstrates my competency on InTASC standard 4, content knowledge, because I was able to understand and create different tools of inquiry, like a wanted poster that incorporates creative writing and art, for the lessons and activities and the disciplines, language arts and art, that I was teaching. I was also able to create interactive, inviting, engaging, and flexible ways of teaching students that can create a meaningful experience to ensure they master the content. Allowing students to explore their interests and the tools of inquiry in a lesson is a great way to involve them in the learning process. I did this by allowing them to explore and look into the vocabulary that was challenging for them, choose and investigate a specific character to create a wanted poster about, and allowing them to chose what topics they wanted to write about and were interested in learning more about.
InTASC Standards. (2013). Retrieved from http://www.ccsso.org/resources/programs/interstate_teacher_assessment_consortium_(intasc).htms
Northern Illinois University. (nd). Howard Gardner's Theory of Multiple Intelligences. Retrieved April 07, 2021, from https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple-intelligences.shtml