Competency 2
Create Knowledge
​To demonstrate competency 2, “Create Knowledge”, I have chosen documents of Trend Analysis from EDCI52003, Theories and Trends. In Trend Analysis 1, I examine the changes in student demographics at Logansport Community School Corporation and how new educational methods needed to be learned and implemented to meet these students’ needs. The first sub-competency, “Demonstrate Ability to Describe Common Research Methods in Discipline,” is exhibited in this paper by discussing how researchers, such as Dr. Wright, explore growing demographics and research appropriate methods that can be used to assess and teach multilingual students. Educational court cases impact research and the educational requirements needed to benefit all students. Trend Analysis 2 goes a step further and looks at how policy makers and administrators follow and quickly implement trends in the classroom. As educators, it is important for us to know that some of these trends are implemented before research has proven whether or not they work.
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The second sub-competency, “Demonstrate Ability to Read and Evaluate Research Related to Discipline,” is shown extensively in the Education Improvement Project from EDCI52004. This is an impactful research project on the Science of Reading, which has been a very intense subject of curriculum in the state of Indiana. My peers and I collaborated and gathered research on the Science of Reading and the use of Scarborough’s Reading Rope, which shows how the recognition of words must blend with the understanding of language to create reading proficiency. The third sub-competency, “Apply Research Findings to the Solution of Common Problems in Discipline,” is demonstrated throughout this project. We evaluated all parts of Scarborough’s Reading Rope and modeled how every aspect of it could be taught from kindergarten through secondary grades. As a secondary teacher, I am experiencing more students every year who struggle to read at grade level. This research provided knowledge that continues to build my skills as literacy as I look back for possible solutions to the barricades of my students’ reading abilities.
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References
Scarborough’s reading rope. Really Great Reading. (2015). https://www.reallygreatreading.com/scarboroughs-reading-rope
