“Content Knowledge” components/indicators
•3.0 Content Knowledge
–3.1 Knowledge Components
•3.1.1 Understands major concepts, principles, and theories that are central to the discipline
•3.1.2 Understands the dynamic and complex nature of the content of the discipline
•3.1.3 Understands the processes of inquiry central to the discipline
•3.1.4 Understands the relationship of knowledge within the discipline to other content areas and to life applications
–3.2 Performance Indicators
•3.2.1 Uses a variety of explanations and multiple representations of concepts to help develop conceptual understanding [“Pedagogical Content Knowledge”]
•3.2.2 Anticipates and adjusts for common misunderstandings that impede learning within the discipline
•3.2.3 Engages students in generating and testing knowledge according to the processes of inquiry of the discipline
•3.2.4 Creates learning experiences that make connections to other content areas and to life experiences
The “Content Knowledge” standard (like the other standards) is further defined in terms of “knowledge components” and “performance indicators.”
The “Content Knowledge” standards (like the other standards) is further defined in terms of “knowledge components” and “performance indicators.”