Running head: CONTENT KNOWLEDGE

Content Knowledge
Hannah Crow
Regent University

Introduction
The following paragraphs depict content knowledge based on a lesson for Math SOL 5.8,
which was taught in my fifth grade class at Seatack Elementary. This lesson focused on
measurements of U.S. Customary liquid volume. To demonstrate effective standards-based
instruction, three artifacts have been provided. The first artifact is the lesson plan that was used
for the lesson. The second artifact is a picture of Big G and problems, which were used to
teach and reinforce the lesson. Finally, the third artifact consists of two exit tickets by the same
student. The first was done after the whole group lesson, and the second was done after a small
group lesson based on strategic grouping.
Rationale for Selected Artifacts
The first artifact is the lesson plan that was used to teach the liquid capacity component
of SOL 5.8. The student-friendly objective of this lesson was I can recognize, use, and convert
cups, pints, quarts, and gallons. The lesson began by asking students what tools might be used
to measure liquid capacity. The relationship between gallons, quarts, pints, and cups was then
In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CONTENT KNOWLEDGE

explained, using the Big G, which can be seen on the whiteboard in the second artifact.
Students were then told the story of Gallon Kingdom. The general concept of this story is as
follows. There once was a kingdom called Gallon. Gallon Kingdom was divided into four
territories that were each ruled by one queen (quarts). Each of the four queens had two daughters
who ruled as princesses (pints). Each princess wanted a pet to play with in the castle, so they
were given two cats (cups) each. After the story, students were asked review questions such as:
how many total queens were in Gallon Kingdom, how many princesses were in all, and how
many cats were in all. Next, students solved several conversion problems which were written on
the whiteboard and can be seen in the second artifact as well. As students worked the problems
out in their notebooks, observations were made and any needed assistance provided. After
students had been given time to solve, one student was called on to share their answer. Finally,
students solved two problems independently on index cards, which served as a reference for
forming small groups for the day. During small groups, students who needed extra help worked
with me or the math tutor, while students who demonstrated a clear understanding of the concept
worked on reinforcement activities. After struggling students were retaught in a more
individualized way, they were reassessed and showed a proficient grasp of the concept.
Reflection on Theory and Practice
Standards-based instruction is a relatively new practice that exercises efforts to create a
level playing field characteristic of high expectations and higher achievements. In his article
Defining Standards-based Teaching and Learning, John DAnieri (2013) states, Standards are
the antidote to mediocrity in schools. Not standardization, which in fact is something of a
precursor to mediocrity, but standardsclearly defined statements of quality. Contrary to the
typical form of teaching and assessing, standards-based instruction provides opportunities for
reteaching, relearning, and retesting. As Marie Verhaar and Patricia Nesbitt state, it levels the

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CONTENT KNOWLEDGE

playing field, helps close the achievement gap, and provides all students every opportunity to
succeed. By providing a clear expectation in student-friendly language, students know exactly
what they need to do to meet the learning target or standard. According to Nesbitt, standardsbased instruction also increases student performance (Federal Way Public Schools, 2014).
Instead of simply grading students, teachers assess students in an attempt to advance them
towards mastering the standards (DAnieri, 2013). By using the standards-based grading system,
students are presented with a clear understanding of what needs to be done to reach the standard
and given the opportunity to reassess and improve.
Furthermore, to achieve an effective level of standards-based learning, communication
and commitment is key. Teachers must consistently provide students with feedback about how
they are performing and what they can do to improve. Also, teachers must be committed to put in
the time to reteach and reassess, which can be done whole group, small group, or individually
based on the need (DAnieri, 2013). Overall, standards-based instruction is founded on strong,
authentic lessons, flexible grouping, and differentiated instruction. With these in hand, along
with communication and commitment, standards-based instruction provides all students with the
opportunity to achieve and succeed.

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CONTENT KNOWLEDGE

References
D'Anieri, J. (2013, January 30). Defining standards-based teaching and learning. Retrieved
March 14, 2015, from https://www.jumpro.pe/blog/defining-standards-based-teachingand-learning-by-john-d-anieri/

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CONTENT KNOWLEDGE
Federal Way Public Schools. (2014, January 28). Video: Why SBE? Retrieved March 14, 2015,
from http://www.fwps.org/teaching/sbe/video-sbe/

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015