1a-Demonstrating+knowledge+of+content+and+pedagogy

Nombre del docente Fecha Grado: //(si es especialista)// - Grado & Materia //(si es classroom teacher)// Elemento: //(copiar el nombre de el o los elementos de este componente a los que se quiera hacer referencia)// Nivel: //(indicar en qué escala de la matriz ubicarían este aspecto de su planeación)// Comentario //(no tiene que ser extenso, pero sí específico)// Nombre del Coordinador

Maritza Pérez 02/04/14 First Grade - English Demonstrating knowledge of content and pedagogy Basic Improve the variety of activities in learning experiences related to learning to spell and use high frequency words, include more detailed descriptions in planning documents. Ben Pattenden

Judy Alcalde 02/04/14 First Grade - Maths Knowledge of content-related pedagogy Proficient Equated ‘fact families’ to real families and put these families together to create neighbourhoods  (making connection with past transdisciplinary  unit of inquiry) in order to capture the students’ imaginations. Ben Pattenden

Judy Alcalde 02/04/14 First Grade - Maths Knowledge or content-related pedagogy Basic

Needs to e nsure that inquiry and concept-based learning are prioritised  over other curricular pressures - relating to over-dependence on Nelson workbooks as a resource. <span class="TextRun SCX149890707" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

<span class="EOP SCX149890707" style="font-family: Calibri,sans-serif; font-size: 11pt;">Miguel Vargas 02/04/14 First Grade - English Knowledge of content-related pedagogy Proficient

<span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Planned guided reading lessons to consistently include use of a strategy to help children to read (identifying patterns in words, omitting a word and reading on before returning to use meaning to figure out the unknown word). <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

<span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Lina Zambrano <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">02/04/14 <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">First Grade - transdisciplinary <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Knowledge of prerequisite relationships <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Proficient

<span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">How we express ourselves: Planned learning experience in which students could discuss a story as depicted in a comic strip and put it into order taking into account the story structure, thereby demonstrating coherence with the lines of inquiry of the <span class="SpellingError SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">transdisciplinary <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;"> unit. Also built on prior learning in English by including sequencing words which had been worked on previously. <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

<span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Lina Zambrano <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">02/04/14 <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">First Grade - Maths <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Knowledge of prerequisite relationships <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Basic

<span class="TextRun SCX182276078" style="font-family: Calibri,sans-serif; font-size: 11pt;">Make sure that students have ample opportunity to learn necessary skills before being expected to apply them - relating to introducing reading time to the half hour. <span class="EOP SCX182276078" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

<span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">María Helena Valencia <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">02/04/14 <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">First Grade - transdisciplinary <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Knowledge of content-related pedagogy <span class="TextRun SCX44258918" style="font-family: Calibri,sans-serif; font-size: 11pt;">Proficient

<span class="TextRun SCX250278784" style="font-family: Calibri,sans-serif; font-size: 11pt;">Where we are in place and time: Designed learning experience for students to inquire into innovations into visual media and means of communication, asking children to bring in such objects from home, both from the past and present, to display and observe them in class, and to discuss with peers the features and age of the various objects – thereby demonstrating good awareness of strategies for inquiry. <span class="EOP SCX250278784" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

<span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Adriana Yepes <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">02/04/14 <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">First Grade - Maths <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Knowledge of content-related pedagogy <span class="TextRun SCX16692178" style="font-family: Calibri,sans-serif; font-size: 11pt;">Proficient

<span class="TextRun SCX63669119" style="font-family: Calibri,sans-serif; font-size: 11pt;">Studied different ways for children to gain conceptual understanding of both fractions and place value, designed exciting learning activities including making pizzas to introduce the idea of fractions, playing games and using extended notation for tens and units. <span class="EOP SCX63669119" style="font-family: Calibri,sans-serif; font-size: 11pt;">Ben Pattenden

Jaya Bookwalter

August 13 /13

PK-Maths

Content and structure of disciplines/Knowledge of Prerequisite relationships

Distinguished

She significantly contributed to reduce Maths indicators in order to fulfill the goal team had to cover less content.

<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Flor Herrera

Maritza Pérez 30/05/14 First Grade - Maths


 * <span style="font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.5;">Knowledge of content-related pedagogy **


 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Proficient **

Maritza’s learning experience planners reflect familiarity with a range of effective pedagogical approaches in Maths, such as using 100 chart and number lines to help children solve additions and subtractions and to follow skip counting sequences (by 2’s, 5’s and 10’s) and provide students with opportunities to work both independently and collaboratively to make sense of ideas and practice skills learnt.


 * Carmen E. Cabal S.**

__**05/06/14**__ ** BASIC: **// The teacher's plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and instructional practices specific to that discipline. //** Ángela´s planning shows knowledged of Programa Letras scope and sequence, however it does not show use of different strategies in a way they would enhance deep understanding and development of language skills. The activities-approaches used might be interesting to motivate the children,, however there is no coherent use of them along the weeks being planned. ** Language Coordinator Adriana Yepes
 * Ángela de Osorio**
 * First Grade Spanish**
 * ** Component 1a. Demonstrating Knowledge of Content and Pedagogy: Knowledge of content-related pedagogy **

11/06/14 Fernando Arce Prekinder y Kinder Competente Fernando tiene claro los aspectos importantes a trabajar con los estudiantes de prekinder y kinder, como el desarrollo de la noción espacial, las habilidades de manipulación y el desarrollo de la motricidad gruesa y realiza una secuencia coherente, que le permite a los niños tener experiencias de aprendizaje entretenidas y ricas en movimiento.

José Vicente Medina Coordinador de P.E.