EMILY DUPNICK

The ability of teachers to continually develop their own complex content and pedagogical knowledge and to support the development of students' habits of continual, purposeful learning.

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This principle is demonstrated by the ability to:

• synthesize and teach complex concepts and networks of knowledge

• learn about learners and teaching through reflective practice

• recognize and support learners' intellectual, social, and personal growth

• support all learners with special needs including learners new to English

• engage learners in multiple ways of knowing

• convey reasonable, but high and positive expectations for learner achievement

• integrate the disciplines to create meaningful curriculum

• give learners opportunities to solve community problems and to make authentic and meaningful choices

• provide all learners with equitable access to meaningful learning opportunities

• seek help from other professionals when needed

• engage in personal inquiry to construct content and pedagogical knowledge and skills

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Evidence #1: Integrating the Arts

 

Throughout my coursework, my professors heavily emphasized planning instruction using thematic curriculum and integrating subjects. There are many benefits to integrating subjects, especially the arts, into core subjects, such as math or language arts. These include increasing student engagement and learning, as well as allowing students to demonstrate knowledge in multiple ways.

 

I created the instruments shown below using materials found around my house, and this project can be taken in many different directions depending on the age of the students and standards being taught. For example, as part of a country study in language arts and social studies, students can design and create instruments native to their country. As part of a time period study in history, students can create instruments used during that time period. In science students can study sound and how size/materials affect sound. In math, students can study measurement, symmetry, geometry, and patterns In language arts, students can use their instruments to give rhythm to their poems or experiment with point of view by writing a narrative story from the point of view of their instrument. The possibilities are endless for integrating the arts and using thematic curriculum in the classroom.

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Please watch the video below to learn more about how I made the instruments and see them used. If you are having trouble viewing the video, please click here to watch the video directly on YouTube.

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Evidence #2: Integrated Socials Studies Unit using Backwards Design

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This unit, "Money and Poverty", was designed for Indiana students and will integrate 4th grade social studies, mathematics, language arts,  and art standards into one large unit of study that focuses on economics, research, and data collection. Students will learn about money, supply/demand, and budgeting; they will learn about the history of Indiana business and famous Hoosier businessmen, such as Eli Lily. They will also learn about decimals, data collection, and graphing/charting. Additionally, students will analyze photographs from artists such as Jacob Riis, Dorothea Lange, and Vik Muniz to develop critical thinking/observation skills and see how artists use photography to raise awareness about social issues.

 

Students will engage in workshops, stations, research, presentations, and hands-on learning. Highlights of the unit include compiling primary/secondary source documents from the Indiana Historical Society and excerpts from other nonfiction library books to present small group presentations about an Indiana business. Also, students will be designing a business for a school-wide "Econ Mall" in which students buy and sell goods using fake money.

 

Backwards  design is the framework used to outline and plan this unit. This type of lesson planning is a very effective way to plan challenging units because it requires educators to plan lessons starting with the academic outcome, what students will be able to do or know at the end of the unit. Then, working backwards from the goal, educators identify specific assessments, materials, resources, and projects. 

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Please look through the attached document to see how I use backwards design to plan effective units of study and integrate multiple subjects into one unit of study.

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Money and Poverty Unit Outline

using Backwards Design

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