EDU6136 Content Methods Course Reflection

In this final course reflection, I will be addressing program standard 4 Content Knowledge - The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.  Throughout this course, I have had the opportunity to demonstrate my knowledge of my content area of health and fitness, effectively utilize pedagogy, set instruction outcomes for myself and my students, and design coherent instruction for learning activities and unit structure. For example, as shown in figure 1, one of my first discussion posts addresses assessing student prior knowledge.

Figure 1. Module 1 Discussion Post

In this learning activity, I had the opportunity to research and discuss the importance of pre-assessments and three different strategies that were practical for my instruction. As concluded by Dochy, Segers and Buehl (1999), “Prior knowledge is indeed an effective aid for learning new knowledge,” which supports, “current practice of activating prior knowledge at the beginning of a learning process.” I was able to translate my new understanding of assessing for prior knowledge in my classroom tips assignment, lesson sequence write-up, and my instructional practices at my current internship. I have found that assessing prior knowledge has led to an increased application of student strengths and weaknesses in my instructional activities. Reflecting on my learning experiences in this course, I believe that I was able to successfully show emerging competence on program standard 4.  

A quote shared by the professor of this course that I found very valuable:

“If you have come here to help me, you are wasting my time. But if you have come here because your destiny is bound up with mine, then let us work together” 

-Lila Watson, South African Activist

Reference

Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of educational research, 69(2), 145-186.