LEARNING TEAM 200:148/128
1. Student Learning: the candidate understands how students learn and develop and provides learning opportunities that support intellectual, career, social, and personal development.
Knowledge
1k1 The candidate understands the fundamental processes of learning and their application in the classroom.
1k2 The candidate understands multiple perspectives on learning and their relationship to contemporary practice.
1k3 The candidate understands how a students' prior beliefs about learning and an area of knowledge can affect their learning.
Performances
2p1 The candidate can effectively use multiple representations and explanations that capture key ideas.
2p2 The candidate can integrate differing viewpoints, theories, and methods of inquiry in his/her teaching.
Dispositions
1d1 The candidate appreciates that subject matter is not a fixed body of facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and understandings in the field.
1d2 The candidate has enthusiasm for teaching and constantly seeks to make connections to everyday life.
1d3 The candidate is committed to continuous learning about teaching.
2. Diverse learners: the candidate understands how students differ in their approach to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.
Knowledge
2k1 The candidate understands how students differ in their approach to learning and can design equitable instruction that helps use students' strengths as the basis for growth.
2k2 The candidate understands how
students' learning is influenced by individual experiences, talents, and prior
learning, as well as language, culture, family, and community values.
Performances
2p1 The candidate attempts to provide equitable instruction for all students.
Dispositions
2d1 The candidate believes that all children can learn at high levels and persists in helping all children achieve success.
2d2 The candidate appreciates and values human diversity and shows respect for students' varied talents and perspectives.
3. Instructional Planning: NA
4. Instructional
Strategies: the candidate understands and uses a variety of instructional
strategies to encourage students' development of critical thinking, problem
solving, and performance skills.
Knowledge
4k1 The candidate understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated.
4k2 The candidate understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, problem-based learning, whole class discussion).
Performances
4p1 The candidate can use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving and performance capabilities that helps students assume responsibility for identifying and using learning resources.
4p2 The candidate can develop a clear, accurate presentation, representing concepts in a variety of ways, using alternative explanations to assist students' understanding, and presenting diverse perspectives to encourage critical thinking.
Dispositions
4d1 The candidate values the development of students' critical thinking, independent problem solving, and performance capabilities.
4d2 The candidate values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.
5. Learning Environment/Classroom Management: the candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Knowledge
5k1 The candidate understands how social groups function and influence people, and how people influence groups.
5k2The candidate attempts to help people work productively and cooperatively with each other in social settings.
5k3The candidate understands the basic principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom.
Performances
5p1 The candidate can explain why it is important to create a smoothly functioning learning community.
5p2 The candidate can observe classroom environments and comments insightfully about the nature of social relationships, student motivation and engagement and productive work.
Dispositions
5d1 The candidate appreciates the importance of establishing and maintaining a positive climate in the classroom.
5d2 The candidate values the role of students in promoting each other's learning and recognizes the importance of peer relationships in establishing a climate of learning.
5d3 The candidate is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development for each child.
6. Communication: N/A
7. Assessment: N/A
8. Foundations, Reflection and Professional Development: the candidate continually evaluates the effects of the candidate's choices and actions on students, parents, professionals, and others in the learning community, and actively seeks out opportunities to grow professionally.
Knowledge
8k1 The candidate understands methods of inquiry that provide her/him with a variety of self-assessment for reflecting on her/his practice.
Performances
8p1 The candidate can use a variety of writing formats as a tool for reflecting on teaching.
Dispositions
8d1 The candidate values critical thinking and self-directed learning as habits of mind.
8d2 The candidate sees the value in reflection, in self- assessment, independent thinking and learning as an ongoing processes.
9. Collaboration, ethics, and relationships:
N/A
10. Computer technology related to instruction:
N/A