College of Education – University of Florida



InTASC Standard 5: Application of Content

|Performance Indicator |NETS-T/ |Implementation Examples for All |Resources & Materials for All Content |Literacy-Specific |Mathematics-Specific |Science-Specific |Social Studies-Specific |

| |NETS-S |Content Areas |Areas | | | | |

|(g) The teacher |1. Facilitate and Inspire |Leverage the cultural diversity that |ePals |Building world knowledge: |PBS Teachers – Math Problem |Examination of risks taken by |Understanding of the cultural |

|facilitates learners’ |Student Learning and |exists within the school and | |Motivating children to read |Solving |scientists to practice the |power of historical narratives|

|ability to develop diverse|Creativity |classroom by fostering collaborative |How to Go Global in Your Classroom |and enjoy informational text | |discipline | |

|social and cultural | |and social learning experiences |(Edutopia) |(Marinak & Gambrell, 2009) |TED Ed Math in Real Life | |Demonstrate the use of local |

|perspectives that expand |2. Communication and | | | | |Examination of cultural |and primary sources in a |

|their understanding of |Collaboration |Connect with global communities and |Global Classroom Connection | |Real Life Math (STEM |influences on what is accepted|lesson |

|local and global issues | |classrooms on meaningful and relevant| | |Collaborative) |as science | |

|and create novel |5. Digital Citizenship |projects |Global Classrooms Model UN | | | |Maguth, B.M., & Yamaguchi, M. |

|approaches to solving | | | | |Mathematics in Context (middle |Students understand where |(2010). Beyond the surface: A |

|problems. | | | | |level curriculum) (Wisconsin |scientific explorations |guide to substantive world |

| | | | | |Center for Education Research, |occurred and why (e.g., Lister|fairs in the social studies. |

| | | | | |2001) |and Pasteur) |Social Studies, 101(2), 75-79.|

| | | | | | | | |

| | | | | |Mathematics in Context Video |Historical risks taken by | |

| | | | | |Series |scientists | |

| | | | | | |Cultural influences on | |

| | | | | |How Are Viruses Spread? (NCTM) |scientific progress and | |

| | | | | | |discoveries | |

| | | | | |Benford’s First Digital Law and | | |

| | | | | |Tax Day (NCTM) |Bell, P., Lewenstein, B., | |

| | | | | | |Shouse, A.W., Feder, M.A. | |

| | | | | |Elections and Voting Methods |(2009). Learning Science in | |

| | | | | |(NCTM) |Informal Environments: People,| |

| | | | | | |Places, and Pursuits. National| |

| | | | | |Election Resources (NCTM) |Research Council. | |

| | | | | | | | |

| | | | | | |Four Strands of Science | |

| | | | | | |Learning (Chapter 2 of Ready, | |

| | | | | | |Set, Science, 2007) | |

| | | | | | | | |

| | | | | | |Kruse, J., and Borzo, S. | |

| | | | | | |(2010). People behind the | |

| | | | | | |science. Science and Children,| |

| | | | | | |48(4), 51-55. | |

| | | | | | | | |

| | | | | | |Kekule’s dream and Bunsen’s | |

| | | | | | |burner (Schopf, 2005) | |

| | | | | | | | |

| | | | | | |Dyehouse, M., Detwiler, J.T., | |

| | | | | | |Madden-Brandy, K., Bennett, | |

| | | | | | |D., Childress, A., and Harbor,| |

| | | | | | |J. (2010). Practical ways to | |

| | | | | | |assess and change students’ | |

| | | | | | |perceptions of scientists. | |

| | | | | | |Science Scope, 33(9), 45-51. | |

|(h) The teacher develops |1. Facilitate and Inspire |Application of CCSS for ELA & |CCSS for ELA & Literacy in |IRIS Center Module: Secondary |Reading and Understanding Written|Strategy Guides for Reading, |Case story: Reading challenges|

|and implements supports |Student Learning and |Literacy in History/Social Studies, |History/Social Studies, Science, & |Reading Instruction Teaching |Math Problems (Colorín Colorado!)|Writing, Listening & Speaking,|in social studies (Center for |

|for learner literacy |Creativity |Science, & Technical Subjects |Technical Subjects |Vocabulary and Comprehension | |and Nature of Science/Inquiry |Applied Special Technology) |

|development across content| | | |in the Content Areas | |(Seeds of Science/Roots of | |

|areas |2. Communication and |Practice with reading and teaching |Improving Writing Performance (IRIS | |Writing in Math (Burns, 2004) |Reading) | |

| |Collaboration |informational and complex text |Center module) |IRIS Center Case Study: | | | |

| | | | |Comprehension & Vocabulary |Using Writing in Mathematics |Using Mnemonic Instruction to | |

| | |Practice with and modeling a core of |PALS: A Reading Strategy for Grades 2-6 |Grades 3-5 |(University of Puget Sound) |Teach Science (Access Center) | |

| | |literacy strategies for content areas|(IRIS Center module) | | | | |

| | |(including reading, writing, | |IRIS Center Module: PALS A |Reading in the mathematics |Discourse Circles (Tilson, | |

| | |listening, speaking, vocabulary) |PALS: A Reading Strategy for Grades K-1 |Reading Strategy for High |classroom (Metsisto, 2005) |2007) | |

| | | |(IRIS Center module) |School | | | |

| | | | |IRIS Center Module: PALS A |Teaching reading in mathematics |Disagreeing Like Scientists | |

| | | |CSR: A Reading Comprehension Strategy |Reading Strategy for Grades |and science (Barton, Heidema, and|(Loper and Baker, 2009) | |

| | | |(IRIS Center module) |2-6 |Jordan, 2002) | | |

| | | | | | |Bringing Back Books (Cervetti | |

| | | |Vocabulary Instruction (Adolescents) |IRIS Center Module: PALS A | |and Barber, 2009) | |

| | | |(Doing What Works) |Reading Strategy for Grades | | | |

| | | | |K-1 | |Improving reading skills in | |

| | | |Comprehension Strategies (Adolescents) | | |the science classroom | |

| | | |(Doing What Works) |IRIS Center Case Study: | |(Teaching Today, 2005) | |

| | | | |Written Expression Grades 2-5 | | | |

| | | |Select recorded webinars from Maine 121 | | | | |

| | | |Writing Process series |Effective literacy and English| | | |

| | | | |language instruction for | | | |

| | | |Culturally responsive literacy |English learners in the | | | |

| | | |instruction (Callins, 2006) |elementary grades (Gersten et | | | |

| | | | |al., 2007) | | | |

| | | | | | | | |

| | | | |Captioned media: Literacy | | | |

| | | | |support for diverse learners | | | |

| | | | |(NCTI & CITEd, 2010) | | | |

| | | | | | | | |

| | | | |Reading comprehension | | | |

| | | | |strategies for English | | | |

| | | | |language learners (Breiseth, | | | |

| | | | |ASCD) | | | |

| | | | | | | | |

| | | | |Standards-based writing for | | | |

| | | | |ELLs (Colorín Colorado, 2007) | | | |

| | | | | | | | |

| | | | |Collaborative strategic | | | |

| | | | |reading: Improving secondary | | | |

| | | | |students’ reading | | | |

| | | | |comprehension skills (Bremer | | | |

| | | | |et al., 2002) | | | |

| | | | | | | | |

| | | | |Grouping students who struggle| | | |

| | | | |with reading (Vaughn et al., | | | |

| | | | |2001) | | | |

| | | | | | | | |

| | | | |Improving word identification | | | |

| | | | |skills using strategic | | | |

| | | | |instruction model (SIM) | | | |

| | | | |strategies (Bremer et al., | | | |

| | | | |2002) | | | |

|(m) The teacher |1. Facilitate and Inspire |Use of tools that support practice |About Teaching: Teaching for Critical |Reading comprehension |Focus in High School Mathematics:|Science Inquiry: The Link to | |

|understands critical |Student Learning and |with and demonstration of critical |Thinking (Center for Teaching Excellence|strategies for English |Reasoning & Sense Making (NCTM, |Accessing the General | |

|thinking processes and |Creativity |and higher order thinking skills |at GMU) |language learners (Breiseth, |2009) |Education Curriculum (Access | |

|knows how to help learners| |(e.g., student-led blogs, concept | |ASCD) | |Center) | |

|develop high level |3. Research and |mapping, data analysis, model |Developing Students’ Critical Thinking | |Focus in High School Mathematics:| | |

|questioning skills to |Information Fluency |creation, complex illustrations) |Skills through Whole Class Dialog (Read,| |Reasoning & Sense Making Q&A |Multimedia tools help students| |

|promote their independent | | |Write, Think) | |(NCTM) |think like a scientist | |

|learning. |4. Critical Thinking, | | | | |(National Center for | |

| |Problem Solving, and | |Higher Order Thinking (Thomas and | | |Technology Innovation, 2008) | |

| |Decision Making | |Thorne, 2009) | | | | |

| | | | | | |Learning About Teaching | |

| | | |Higher Order Thinking Skills: | | |Physics: A Podcast Series by | |

| | | |Definition, Teaching Strategies, | | |Dr. Stephanie Chasteen | |

| | | |Assessment (Center for Advancement of | | |(University of Colorado - | |

| | | |Learning and Assessment) | | |Boulder) | |

| | | | | | | | |

| | | |5 tech-friendly lessons to encourage | | |Sections of the NRC’s A | |

| | | |higher order thinking (Brooks-Young, | | |Framework for K-12 Science | |

| | | |2012) | | |Education | |

| | | | | | | | |

| | | |Zawilinski, L. (2009). HOT blogging: A | | | | |

| | | |framework for blogging to promote higher| | | | |

| | | |order thinking. The Reading Teacher, | | | | |

| | | |62(8), 650-661. | | | | |

| | | | | | | | |

| | | |Selected Recordings from Maine 121 | | | | |

| | | |Making Meaning series | | | | |

| | | | | | | | |

(n) The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning. |3. Model digital age work and learning

2. Communication and Collaboration

3. Research and Information Fluency |Use of technology for documenting, processing, and presenting information |Teaching and Persuasive Communication: Presentation Skills (Brown University)

Getting started with student blogs: Tips for the digital immigrant (Faculty Focus)

Teachers Use Cell Phones in the Classroom (U.S. News)

Twittering about learning: Using Twitter in an elementary classroom (Coalition of Essential Schools)

Edmodo Teacher Hub

21st Century Engagement with Skype in the Classroom (Free Technology for Teachers)

Student podcast examples at the Smithsonian American Art Museum |IRIS Center Case Study: Written Expression Grades 2-5

|Communicating mathematically: Comparison of knowledge structures in teacher and student discourse in a secondary math classroom (Huang, Normandia, and Greer, 2005)

Students’ perceptions on communicating mathematically: A case study of a secondary mathematics classroom (Huang and Normandia, 2009)

Teaching math 3-5: Defining communication (Annenberg Foundation)

Teaching math 6-8: Defining communication (Annenberg Foundation) | | | |

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