Hello, I'm
 Jennifer Bertolini
I am currently a sophmore at FDU and majoring in English Language and Literature with a concentration in Writing and Elementary Education.
This site is all about me and my educational knowledge and background from my experience in Fairleigh Dickinson's Educational QUEST 5-year Masters program. At this time, the website is under construction and it will be updated soon. Sorry for the delay and inconvience.
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Standard #1
Subject Matter Knowledge
Standards in BLACK...My Reflections in BLUE
Have not learned or used yet in Orange (unable to answer)
Teachers know and understand:
1.1 In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas: I am an English Major with a concentration in writing and elementary education. I have not yet taken any English courses pertaining to my major, although I have taken courses for my Education concentration. I believe that I have learned an in-depth idea and understanding about teaching education. Over the Seminar I course and Seminar II, I have studied such subjects as Differentiated Instruction, Multiple Intelligences, Inquiry-based instruction, etc. I have also studied science and history in FDU and I understand that these two subjects are crucial to other subjects such as English and Education. As an elementary school teacher, I will not only be teaching English, but Science, Social Studies, Mathematics, and Reading. All these subjects tie into one another in some way, so in turn I understand the relationship of English to other content areas such as history and Science.
1.2 The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of the discipline:
This standard, I believe I will be able to follow through with because when I am done with my 5-year QUEST program at FDU, I will become a teacher. Over the years as a teacher, I know that new knowledge will come about in not only my area of discipline, English, but in many others. I plan to go back and take follow up classes to learn the new information, ideas, and understanding for teaching, and English, to better myself and my career as an elementary school teacher.
1.3 That literacy skills and processes are applicable in all content areas and help students to develop the knowledge, skills and dispositions that enable them to construct meaning and make sense of the world through reading, writing, listening, speaking and viewing: Through college I have learned that writing a good paper, speaking well in front of a class, or reading and understanding are all major skills that one needs to succeed in any subject, not just English. As a teacher I would like for my students to get an understanding of great writing, good speeches, and knowledge of readings, so in turn then can carry that with them throughout their education.
1.4 Concepts inherent in numeracy to enable students to represent physical events, work with data, reason, communicate mathematically, and make connections within their respective content areas in order to solve problems:
After learning about problem-based instruction in Seminar II, I believe I understand this standard and can carry it out to my students. I have studied and learned Problem-based instruction and understand that it is when students are given a problem and then are allowed to use resources and communicate with others in order to find solutions for the problem. I believe from my knowledge I can teach my students concepts inherent in numreacy.
Teachers value and are committed to:
1.5 Appreciating multiple perspectives and conveying to learners how knowledge is developed from the vantage point of the knower:
I have studied theories that allow me to understand this standard. In Seminar II, we studied the theory of Multiple Intelligences, Differentiated Instruction, and the Jig-Saw method. Multiple Intelligences allows the students to understand that everyone is stronger in a different intelligence and that each and everyone of them have their strengths and knowledge from a different vantage point. Differentiated Instruction helps students to understand that we all are unique in our own way and that we can learn fro others viewpoints. Lastly, the Jig-saw method allows one person to become an expert in a specific area, enabling the learners to understand the information developed by the vantage point of the knower.
1.6 Enthusiasm for the discipline(s) they teach and in making connections to every day life: When I become a teacher I want to help my students understand English and other different subjects in a fun and enthusiastic way. After creating the multiple intelligence lesson plan, my group and I were able to make the lesson fun and interesting for the students to understand and learn more about the lesson. I also learned how to use the jig-saw method to help my students become as enthusiastic as I am for learning English. I can break my students into groups giving each person one topic, such as antonyms, to focus on.
Teachers engage in activities to:
1.7 Promote the development of critical and creative thinking, problem-solving and decision-making skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline: This standard brings me back to mentioning Problem-based instruction and also learning Inquiry-based learning. Also I learned how to use Differentiated Instruction by making cubes. These cubes were based on Bloom's Taxonomy and which would allow students to creatively think, try and make decisions, then solve the problem. Also I learned about cooperative and collaborate learning which will allow my students to engage in the problem with their peers and reflect on others opinions and answers, in order to formulate and test hypotheses.
1.8 Make effective use of multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understanding: I believe I have a great deal of understanding this standard because I learned about Constructivism. Constructivism allows a student to Engage, Explore, Explain, Elaborate, and Evaluate on their past experiences in order to solve the problem or relate to the topic they are focusing on.
1.9 Evaluate teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing particular ideas and concepts: This standard relates to the different ways of teaching, meaning using a constructivist approach, a student-centered approach, and a teacher-centered approach. I have learned these three types of teaching, done lesson plans on constructivist and teacher-directed, and I believe it will be very useful to me when going out and teaching with the ability to use different techniques.
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