(knowledge) attributes that lead to positive interactions between teachers and students in the classroom. The teachers described cognitive attributes in terms of content and pedagogical
expertise. Highlighting the importance of a thorough understanding of content knowledge, many of the participants explained how understanding of pedagogy also encourages the
implementation of varied instructional approaches to meet the specific needs of students. Overall, the comments focused on the idea that excellent teachers understand content standards, align curriculum, and assess student growth.
Teacher 1 described herself as well-versed in her content area which allowed her to modernize the topics. She explained that she took time to determine the learning preferences of her students. “I look at what type of kids I am working with. It’s different for all of my classes. Are they better talking or moving? Are they better working with partners or in small groups?” In determining relevancy, Teacher 1 also stated that she connects the content to the students’ lives to create deeper meaning: “Students need to be able to say, this is important too because, and then make a personal connection. I always try to make a real world connection.”
Teacher 2 described how he makes instructional decisions based on the benchmarks students need to reach. He assesses student ability levels and makes adjustment to instruction to move students from one point to another. He explained that when he is teaching, if he realizes his students are not at a particular point or need additional time, he asks himself “So, what can I do to make sure they get that? What do I have to add in, or what can I do, or how can I fit more time for us to go over this or practice skill more?” He is always focused on “the long-term goal.” Individualizing instruction allows Teacher 2 to differentiate instruction. He explained,
“Individualized groups allow more time to work on things, allowing different students to ask for help, whether it’s from me or from a peer, whatever’s comfortable.” Recognizing that individual students possess different needs, Teacher 2 allows students to take academic risks by providing a safety net in which he is always willing to “discuss their mistakes and show them ways to
approach it in a better way.”
Teacher 3 discussed how teaching practices are constantly changing, so she must be flexible enough to implement updates or changes to curriculum, and district requirements, all aspects of being a pedagogical expert. She shared how she spends a great amount of time learning and perfecting content area knowledge. Teacher 3 explained, “Whatever content I am teaching, I always spend a ton of time getting to know the information. I don’t feel comfortable teaching students about things unless I know that I will be able to answer their questions.” Understanding individual student differences plays a major role in being a subject matter expert. Teacher 3 described how even though one may spend a great deal of time planning and
preparing, students’ individual differences impact how an excellent teacher delivers instruction. She stated,
When I come in August, I feel like I am ready to go. Then I meet all of the kids. So I take all of my ideals and how I would like everything to align, but then I’ve got to figure the kids into it and if I have kids with special needs, cognitive impairments, or learning disabilities, or they just don’t like social studies, how can I work it so that it fits with them?
Teacher 3 described how a safe learning environment allows her to meet the needs of all levels of learners, and that a tremendous amount of planning and anticipating is required to fully differentiate instruction. She explained,
So, I spend a lot of time in the forefront building all of it and then throughout the school year, it’s a constant process of changing everything and adjusting while making sure every kid’s meeting the standard. And I think I do a pretty good job of meeting the needs of the kids while still trying to work those standards in there.
Teacher 4 addressed content and pedagogy expertise through the lens of multiple learning styles. He explained how providing multiple modalities allows him to address the needs of each individual student. He described the process by saying, “In almost all of my lessons, I try to offer a lot of visuals for kids and a lot of concrete examples for practice. Then I try to always offer things they can do at home with parents that are willing to extend if they want, and I offer a lot of remediation.”
Teacher 5 connected content and pedagogical knowledge with knowing exactly where her students’ skill levels are at and what interests them. She explained that in order to make meaningful connections to the content, she has to know what her students like. She spends time interviewing the students and then provides materials and resources to bridge the content with things that engage her students. For example, she stated, “We used to look at students’ book levels in reading and make them read books at their level, versus finding books that students are interested in to engage them in the process.” She believes that connecting content to interest allows students to “think about how you think.”
Teacher 6 uses content standards and grade level expectations, along with what students are interested in, to bridge the gap between teaching and learning. She described how staying current with research and best practices allows her to be knowledgeable about all subject areas. She commented,
I feel like I am pretty knowledgeable about teaching, especially the area of teaching reading because I am going for my master’s and that is what I spend the majority of my bachelor’s on, and I continue to keep myself current in that research. Like going to professional development, going to conferences, doing the research for my master’s degree.
She also considers the different learning styles and different types of students she has in her classroom when determining what instructional approaches will be used. Based on her students, she determines how to approach her lessons. She explained,
I have a very active class this year, so for social Studies this year, we did something called the Amazing Race and I took them to them to the gym. There was a lot of learning going on down there because they have to be moving.
Tailoring lessons to meet individual needs demonstrated pedagogical mastery and allowed students to master content skills.