Jonathan Saldana

Working with Subject Matter Content Standards

Vanguard University
EDUG-506
Spring 2017

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 In what ways can I take ownership of the subject matter content
standards and make them accessible and memorable for my students?

Stepping into a classroom as a first year teacher can be a stressful situation

regardless of how well prepared we think we are. There are many factors to take

into consideration when it comes to serving our students. We have learned about

the states efforts to establish clear educational standards and their development of

the Common Core State Standards as a result. According to our readings, Those

standards define the knowledge and skills students should have within their K-12

education so that they will graduate from high school able to succeed in college and

the workforce (Burden & Byrd, 2016, pg. 65). Additionally, new teachers must find

a way to also implement district-adopted curriculum, which may not always be up

to date, but required to teach.

Because of these challenges, it is important for us to be fully aware of the

goals and objectives within our content standards. It is expected that we are

knowledgeable of our content area, but also of our content standards. The content

standards for physical education indicate that the content articulates the

knowledge, skills, and confidence students need to maintain meaningfully physical

activity throughout their lifetime (CDE, 2010 pg.35). Additionally, these standards

identify a sequence for delivering the content in a manner that will allow the

student to grow and gain knowledge appropriate to their developmental stages and

prior knowledge. According to theorist Jean Piaget, there is a sequence of levels, the

second level is not possible unless equilibrium has been reached at the first level,

and equilibrium of the third level only becomes possible when the equilibrium of

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the second level is reached (Piaget, 2003, pg. s13). Piagets findings about the

foundational skills being acquired before moving on to more advanced skills really

correlate with how the Common Core State Standards are set up. The standards are

a continuum in which knowledge and skills are developed over time or grade level.

This means that if students are struggling with a certain standard, a teacher can step

back and modify teaching to fill the gaps and solidify the foundation.

From our class lectures, we have also learned about strategies to use in order

to be effective in implementing standards into a class lesson. An interesting concept

that stuck with me was the idea of simply sharing the content standard with the

students. This allows them to hear and visualize the standard and its objective. In

addition, it provides them with a goal to strive towards and an idea of what they

are supposed to know after successfully achieving the matters of the standard

(Rose, 2017). This will also allow me to plan instructional strategies and activities

appropriate for the standards and desired outcomes.

To take ownership of the subject matter I teach I need to know my content

standards, my students needs, and have the end goal in mind. I will use these

content standards sequentially so that students learn and develop appropriately in

regards to the developmental level they are on while monitoring, modifying based

on student needs, supporting and guiding their growth. From our readings, we were

introduced to Vygotsky and the zone of proximal development (Vygotsky, 1978,

pg. 87). Here he provides important concept that relates to the difference between

what a child can achieve independently and what a child can achieve with guidance

and encouragement from a skilled partner. As teachers, we must guide and provide

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proper support strategies so that we may be successful in teaching our students and

getting them to that next stage.

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 Reference Page

Burden, P.R., & Byrd, D.M. (2013). Methods for effective teaching: Meeting the needs

of all students (6th ed.). New Jersey: Pearson Education, Inc.

California Department of Education. (2010). Physical Education Model Content

Standards For California Public Schools. Retrieved February 6th 2017, from

http://www.cde.ca.gov

Piaget, J. (2003). Part 1, Cognitive Development in Children: Piaget, Development

and Learning, Journal of Research and Science Teaching.40, S8-S18

Rose, R. (2017). Subject Matter Standard. [Lecture]. Retrieved February 2nd, 2017

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes Cambridge, Mass.: Harvard University Press.