DENNISON MASTERS PORTFOLIO 1

Content Statement

Teaching content to students is a process that requires planning and thoughtful

instructional practices. This artifact shows a unit I created using backward design

method. We combined researching the internment of the Unangax people in Alaska

during World War II with standards in reading, writing, and science. Research conducted

by Kelting-Gibson (2005) compared educators who designed curriculum using backward

design method to educators who used traditional methods to design curriculum. Those

that used backward design had students with deeper understanding of the material and

made connections to other disciplines. They out-performed students that were in

traditional learning environments.

After selecting standards I needed to address, I stopped to consider what my

students needed to learn in order to be interested in the topic and take away real-life

application of what they learned. Textbooks have a place in curriculum development but

do not need to be the driving force behind content taught.

Next I created the assessments to measure learning. The GRASP design model is

founded in creating authentic assessments that will add a layer of realism to student

learning. An example of the GRASP design in my artifact is the project to create

brochures to prospective State of Alaska employees from out-of-state applicants for life

lived in two separate rural areas: Pribilof Islands and Funter Bay. The goal is to show that

not all of Alaska is the “same.” The anticipated lifestyle and surroundings are vastly

different in the two locations described. This project has more depth and real-life

application than a comparison chart or simple report.

DENNISON MASTERS PORTFOLIO 2

Each classroom has unique needs from the learners. Taking stock of who is in the

classroom and what they need to feel successful is an important next step. Generally

speaking, what is helpful to one student will be helpful for all! A differentiated classroom

is founded in this belief. We create supports for all learners by offering different

modalities of learning and performance tasks that show depth of learning, not rote

memorization of facts (Weber, 2013). Examples of differing performance tasks include a

class debate about how the internment of Alaskans could have been handled better, a

written paper, and a whole-class Venn diagram comparing the different communities.

Creating lessons and pacing for the unit are the final step. Asking about

background knowledge is helpful in stimulating students’ interest and showcases

misconceptions prior to lessons taught. Strategies can be taught to help our students own

more of learning process than found in traditional classrooms. We can teach students

comprehension strategies using graphic organizers and other various tools to transform

information to knowledge. As Harvey and Goudvis (2013) stated, “Above all, we teach

our kids to recognize the power of their own thinking” (p.433). Teachers also have the

opportunity to become facilitators of discussions instead of leaders. Educators who have

invested in teaching students how to engage in academic conversations can let students

carry conversations that deepen understandings for all students. Modeling thoughts about

a text using academic vocabulary, creating an anchor chart with rules for engaging in

dialogue, and a sense of accountability to be a part of the discussion are suggestions

offered by Hoch (2017) for facilitating student conversations. I planned daily journals,

explicit opportunities to discuss new vocabulary, concepts, and geography, and regular
DENNISON MASTERS PORTFOLIO 3

quizzes that covered factual information to ensure the foundation of the lesson was

solidly laid.

Content is more than just creating a unit from standards or expectations of

learning. It is connecting with the students; their abilities, interests, and what they have to

offer to the learning. When we create a classroom culture that empowers students, it

changes how content is planned.

DENNISON MASTERS PORTFOLIO 4

References

Harvey, S. & Goudvis, A. (2013). Comprehension at the core. Reading Teacher, 66(6),

432–439. https://doi-org.ezproxy.uas.alaska.edu/10.1002/TRTR.1145

Hoch, M. L. (2017). Ready, set. talk! Facilitating productive small group

discussions. Literacy Practice & Research, 42(3), 53–59. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.a

spx?direct=true&db=eft&AN=126936639&login.asp&site=ehost-live

Kelting-Gibson, L. M. (2005). Comparison of curriculum development practices.

(undetermined). Educational Research Quarterly, 29(1), 26–36. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.a

spx?direct=true&db=eft&AN=507822423&login.asp&site=ehost-live

Weber, C. L., Johnson, L., & Tripp, S. (2013). Implementing differentiation. Gifted Child

Today, 36(3), 179–186. https://doi-

org.ezproxy.uas.alaska.edu/10.1177/1076217513486646