Standard #5
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
What the Standard Means?
One of the most valuable components of a child's education is the ability to connect what they are learning in the classroom to a real-world situation. Rather than viewing school as a requirement, this connection helps bring meaning and purpose to a student's education. If learning is isolated from real-world application, it fails to meet the objective of an education-to equip students with the experiences, knowledge, and skill set to solve any problem. For this reason, a crucial component to any education is real-world application because it requires students to think critically and transfer their knowledge to new situations.
Artifacts
What the Standard Means?
One of the most valuable components of a child's education is the ability to connect what they are learning in the classroom to a real-world situation. Rather than viewing school as a requirement, this connection helps bring meaning and purpose to a student's education. If learning is isolated from real-world application, it fails to meet the objective of an education-to equip students with the experiences, knowledge, and skill set to solve any problem. For this reason, a crucial component to any education is real-world application because it requires students to think critically and transfer their knowledge to new situations.
Artifacts
Some students work together to make combinations to $1.00 using
nickels, dimes, and quarters. Other students are enjoying the fair
activities after "paying" for them.
nickels, dimes, and quarters. Other students are enjoying the fair
activities after "paying" for them.
Why the artifact was chosen and how it is an appropriate representation of the standard?
Leading up to “A Day at the Fair,” the students were learning about different coins and their values. Students practiced finding different combinations of dimes, nickels, and quarters that equaled various values, such as 30 cents or 50 cents. This practice with coins and their values prepared the students for what was coming up in the curriculum.
The next lesson in the curriculum instructed teachers to have students help two boys do activities at the fair by finding different coin combinations for $1.00. To do so, the students write various combinations on a worksheet and turn it in. When thinking about my students' interests and needs, I acknowledge that my students would not be very engaged in this type of activity. So, instead, I decided to make this lesson more engaging and applicable by bringing the fair to first grade!
When the students entered the classroom and saw the transformation that had taken place while they were at lunch, curiosity arose. Each student patiently waited to hear what was taking place in the classroom. When they found out that math class would take place at the "fair," they were both excited and engaged. However, before they could participate in the activities, each group of students was made aware that their task was to come up with various coin combinations for a dollar, using nickels, dimes, and quarters. Once they had their combination, they checked it with a teacher. If it was correct, they could play 1 of the 5 different “fair games.” For each game they played, they had to have a different combination. The purpose of the fair was not only to excite and engage the students, but also for students to apply what they were learning in math to a real-world situation. It was obvious that students were enjoying the real-life application of math class because they were hesitant to stop playing the games. The creative and collaborative environment that "fair" created helped the students apply what they were learning to a real-world situation, while having fun!
This real-life learning experience that I designed for the students connects with the substandard 5(c), "The teacher facilitates learners' use of current tools and resources to maximize content learning in varied contexts." In this case, applying students' understanding of money to a "fair" setting was a new context that helped maximize their learning. In addition, the artifact correlates with 5(f), "The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work." Although finding various coin combinations that equal $1.00 may seem simple, to first graders, new and novel solutions include the realization that 4 quarters or 10 dimes equal a dollar.
How the artifact represents growth and development as a teacher.
Connecting concepts to a real-world situation has not always been a priority in my teaching. However, after seeing the impact it has on students' learning, it is now an aspect I try to incorporate into most of my lessons. I have realized that learning associated with a real-world context is more relatable and meaningful. Students' ability to use their background knowledge and experiences to make connections to what they are learning makes the learning come to life. It helps students see that learning is not confided within the four walls of the classroom, but applicable to situations in their everyday lives. It is my hope to enrich students educational experience by helping them see the connection between what they are learning in the classroom to a real-world situation, and ultimately help them become life-long learners.
Leading up to “A Day at the Fair,” the students were learning about different coins and their values. Students practiced finding different combinations of dimes, nickels, and quarters that equaled various values, such as 30 cents or 50 cents. This practice with coins and their values prepared the students for what was coming up in the curriculum.
The next lesson in the curriculum instructed teachers to have students help two boys do activities at the fair by finding different coin combinations for $1.00. To do so, the students write various combinations on a worksheet and turn it in. When thinking about my students' interests and needs, I acknowledge that my students would not be very engaged in this type of activity. So, instead, I decided to make this lesson more engaging and applicable by bringing the fair to first grade!
When the students entered the classroom and saw the transformation that had taken place while they were at lunch, curiosity arose. Each student patiently waited to hear what was taking place in the classroom. When they found out that math class would take place at the "fair," they were both excited and engaged. However, before they could participate in the activities, each group of students was made aware that their task was to come up with various coin combinations for a dollar, using nickels, dimes, and quarters. Once they had their combination, they checked it with a teacher. If it was correct, they could play 1 of the 5 different “fair games.” For each game they played, they had to have a different combination. The purpose of the fair was not only to excite and engage the students, but also for students to apply what they were learning in math to a real-world situation. It was obvious that students were enjoying the real-life application of math class because they were hesitant to stop playing the games. The creative and collaborative environment that "fair" created helped the students apply what they were learning to a real-world situation, while having fun!
This real-life learning experience that I designed for the students connects with the substandard 5(c), "The teacher facilitates learners' use of current tools and resources to maximize content learning in varied contexts." In this case, applying students' understanding of money to a "fair" setting was a new context that helped maximize their learning. In addition, the artifact correlates with 5(f), "The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work." Although finding various coin combinations that equal $1.00 may seem simple, to first graders, new and novel solutions include the realization that 4 quarters or 10 dimes equal a dollar.
How the artifact represents growth and development as a teacher.
Connecting concepts to a real-world situation has not always been a priority in my teaching. However, after seeing the impact it has on students' learning, it is now an aspect I try to incorporate into most of my lessons. I have realized that learning associated with a real-world context is more relatable and meaningful. Students' ability to use their background knowledge and experiences to make connections to what they are learning makes the learning come to life. It helps students see that learning is not confided within the four walls of the classroom, but applicable to situations in their everyday lives. It is my hope to enrich students educational experience by helping them see the connection between what they are learning in the classroom to a real-world situation, and ultimately help them become life-long learners.