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Running Head: CONTENT FRAME 1

Content Frame

By Dawn Rauwolf

Master’s Portfolio ED698

Dr. Elizabeth Hartley, Ph.D.

March 28, 2020


CONTENT FRAME 2

Content Standard

A teacher knows the content area and how to teach it.

Content Frame

A teacher must know the National, State, and District content standards to be effective.

All lessons, opportunities, and activities must be aligned to the standards in order to ensure that a

certain level of learning will take place. School district administrators and school principals are

responsible for what teachers do in the classroom. Standards ensure accountability and give

excellent guidance to teachers. Content standards influence how teachers are trained, and they

spell out what teachers need to cover in each grade and in each subject. Standards also dictate

what is found on state standardized tests. Here in Alaska, we have standards in these content

areas: English Language Arts, Mathematics, Science, Geography, Government and Citizenship,

History, Skills for a Healthy Life, Arts, World Languages, Technology, Employability,

Library/Information Literacy, Cultural Standards, and Alaska History (Alaska DEED).

Besides knowing the content standards for the grade or grades, a teacher must also know

how to deliver quality lessons so that students will learn and retain knowledge. If a teacher

knows the standards, but can’t consistently deliver effective lessons to her students, then the

outcomes will not be satisfactory. Slavin (2009) reminds us, “All other aspects of schooling,

from buildings to buses to administration, are designed to support teachers in delivering effective

lessons; they do not educate in themselves.” Being able to design and lead quality lessons is one

of the most important aspects of teaching. Teachers use many different types of teaching

methods, including direct instruction, cooperative learning, questioning techniques, discussion,

hands-on experiences, constructivist methods and more. Tomlinson and McTighe (2006) write,

“…quality curriculum and instruction are – as they have always been – the bedrock of education
CONTENT FRAME 3

and the avenue to developing thoughtful and fulfilled human beings. In addition, skillful

instruction is an imperative in order to bring curriculum to life for young learners, and flexible

instruction is necessary to make curriculum work for academically diverse student populations.”

This unit lesson design is all about the beaches in Ketchikan. It is based on the big idea

of “Relationships and Change” and touches on nine of the Alaska content areas. There are three

stages presented and include the objectives, assessments, and learning opportunities. This unit

lesson is sensitive to cultural and language issues. The beaches in Ketchikan are quite

extraordinary and a huge draw for the residents and visitors of this Southeast Alaska island. This

topic is fascinating for me, so this was fun to think about and work on. This unit lesson will be

interesting for our students because Ketchikan kids are already intimately familiar with our

beaches. Perrone (1991) says, “The task for teachers is to become knowledgeable enough about

their students’ particular interests to build a substantial part of the curriculum around them.” It

makes sense to develop units and lessons that consider the students’ place of residence and their

prior knowledge and experiences. This unit is exciting for me and studies show that “students

learn more from lessons that are presented with enthusiasm and expressiveness than from dry

lecture” (Patrick, Hisley, & Kempler, 2000). Teaching the required content effectively is a

learned skill, one that can be attained with diligent practice and reflection.
CONTENT FRAME 4

References

Alaska Department of Education & Early Development. (2012). Alaska english/language arts

and mathematics standards. Retrieved from

https://education.alaska.gov/akstandards/standards/ELA_and_Math.pdf

Alaska Department of Education & Early Development. (2006). Alaska content and performance

standards. Retrieved from

https://education.alaska.gov/akstandards/standards/ContentStandards.pdf?v=1

Patrick, B., Hisley, J., & Kempler, T. (2000). “What’s everybody so excited about?”: The effects

of teacher enthusiasm on student intrinsic motivation and vitality. Journal of

Experimental Education, 68, 217-236.

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching. San

Francisco: Jossey-Bass.

Slavin, R. E. (2009). Educational psychology: Theory and practice. New Jersey: Pearson.

Tomlinson, C. A., & Mc Tighe, J. (2006). Integrating differentiated instruction and

understanding by design: Connecting content and kids. Virginia: Association for

Supervision and Curriculum Development (ASCD).

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