Standard1

@Standard1 | @Standard2 | @Standard3 | @Standard4 | @Standard5 | @Standard6 | @Standard7 | @Standard8 | @Standard9 | @Standard10 Home **Standard 1**  ** Teachers know the subjects they are teaching. ** // The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. //

**Evidence1: Battles** ﻿ **hip Power Point** **[|Class Battleship Game.pptx]** ** Rationale 1: ** I designed this Power Point for a review activity for all of my classes. It is interactive and done on the SMART Board. In the future I hope to incorporate a student response system to streamline the game. Initially, it was designed strictly for my Advanced Algebra class and the Trigonometry Unit, consisting of mainly basic equations. It was well received by my students but I understood that it would be pretty repetitive after a few times so I incorporated different characteristics into the questions to keep the students engaged. I have included questions that require student explanation, application, collaboration and individual accountability. They can steal questions with better-explained questions or may have silent questions where they must use non-verbal communication skills to complete a task. I do this activity at the end of the chapter so the students should have all of the necessary concepts to compete in the game. Since it is so comprehensive it also allows me to see where the students are lacking. This activity can be graded although I haven’t done it yet. I have coupled it with a take home review that I use to evaluate with them before their final test of the chapter. Since adapting it I used it will all of my Algebra classes with varying results. It requires many different questions, which so far I have over 300 total. But with this template I am allowed to easily insert different questions or rules and adapt them to student needs. I have learned that it is always good to have activities like this, but it is important to adapt the good ideas to further engage students and create effective opportunities for student achievement. The students have responded with positive feedback on their enjoyment and understanding.

**KSD:** // 1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. //

Since this is a template, it allows me to enter questions of many different varieties. This is not only varying levels of difficulty but forms that allow for different types of learning to better understanding. For example, I have used oral questions, team step-by-step questions, application problems and collaborative questions. The one constant is that every question requires the entire team to participate either as a team or individually. The problems have consisted of drawing conclusions and regular reinforcement. The game requires students to hold each other and themselves accountable to understand the concepts.

// 1.S.4 The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. //

The game requires students to continue building upon prior knowledge to fully gain correctness of the questions. For example, I have had students collaborate and use previously learned identities to solve problems. They also have chances to steal questions through more thorough and correct explanations.

// 1.D.2 The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the learner. //

Through the different forms of questions, students have to show their deep understanding of the concept. Although this is a review of previously learned materials, it is a completely student-centered activity that requires multiple forms of evaluation of student knowledge. Because of this, students will be responsible for not only understanding the concepts, but they are also responsible for furthering their understanding in their methods of learning.