Principles of Teaching and Learning

Identifies instructional strategies associated with indirect instruction

• • Problem solving

  • Case studies

  • Inquiry

  • Concept mapping

  • Reading for meaning

  • Cloze procedures

Identifies instructional strategies associated with independent instruction

• • Learning contracts

  • Research projects

  • Learning centers

  • Computer-mediated instruction

  • Distance learning

Identifies instructional strategies associated with experiential and virtual instruction

• • Field trips

  • Experiments

  • Simulations

  • Role play

  • Games

  • Observations

Identifies instructional strategies associated with Interactive instruction

• • Brainstorming

  • Cooperative learning groups

  • Interviews

  • Discussions

  • Peer practice

  • Debates

Know a variety of strategies for encouraging complex cognitive processes

Identifies a variety of strategies for encouraging components of complex cognitive processes

• • Concept learning

  • Problem solving

  • Metacognition simply defined as "thinking about thinking"

  • Critical thinking

  • Transfer - learning in one context to another context that share similar characteristics

Instructional activities specific to the development of complex cognitive processes

• • Distinguishing fact from opinion

  • Comparing and contrasting

  • Detecting bias

  • Predicting

  • Categorizing

  • Analyzing

  • Sequencing

  • Summarizing

  • Inferring

  • Decision making

  • Evaluating

  • Synthesizing

  • Generalizing

5. Know a variety of strategies for supporting student learning

Identify and explain the uses of strategies

• • Modeling

  • Developing self-regulation skills

  • Scaffolding

  • Differentiating instruction

  • Guided practice

  • Coaching

6. Know strategies for promoting students’ development of self-regulatory skills

Knows how to support students in 

• • Setting goals

  • Managing time

  • Organizing information

  • Reflecting on outcomes

  • Establishing a productive work environment

  • Understands the design of different group configurations for learning

Describes different group configurations for learning

• • Whole group

  • Small group

  • Independent learning

  • One-on-one

  • Pair/share

7. Understand the use and implications of different grouping techniques and strategies

Explains the uses, strengths and limitations of each

• • Cooperative learning

  • Collaborative learning

  • Heterogeneous grouping

  • Homogeneous grouping

  • Multi-age group

  • Grouping by gender

8. Knows how to select an appropriate strategy for achieving an instructional objective

9. Understands the concept of monitoring and adjusting instruction in response to student feedback

•     Explains the instructional purposes of monitoring and adjusting instruction

• Knows strategies for monitoring and adjusting instruction

10. Recognizes the purpose of reflecting upon, analyzing, and evaluating the effectiveness of instructional strategies

11. Knows the characteristics of different types of memory and their implications for instructional planning and student learning

Distinguishes among the different types of memory

Short term

Long term

Considers the characteristics and effect of memory on student learning when planning instruction

12. Recognizes the role of teachable moments in instruction

Defines and provides examples of a teachable moment

Understands the uses of the teachable moment

Questioning Techniques

Know the components of effective questioning

• • Allowing think/wait time

  • Helping students articulate their ideas

  • Respecting student answers

  • Handling incorrect answers

  • Encouraging participation

  • Establishing a non-critical classroom environment

  • Promote active listening

  • Varying the types of questions

 Understands the uses of questioning

• • Developing interest and motivating students

  • Evaluating students’ preparation

  • Reviewing previous lessons

  • Helping students set realistic expectations

  • Engaging students in discussion

  • Determining prior knowledge

  • Preparing students for what is to be learning

  • Guided thinking

  • Developing critical and creative thinking skills

  • Checking for comprehensive or level of understanding

  • Summarizing information

  • Stimulating students to pursue knowledge on their own

 Know strategies for supporting students in articulating their ideas

• • • Verbal and non-verbal prompting

    • Restatement

    • Reflective listening statements

    • Wait time

 Know methods for encouraging higher levels of thinking

• • Reflect

  • Challenging assumptions

  • Find relationships

  • Determine relevancy and validity of information

  • Design alternate solutions

  • Draw conclusion

  • Transfer knowledge

 Know strategies for promoting a safe and open forum for discussion

• • Engaging all learners

  • Creating a collaborative environment

  • Respecting diverse opinions

  • Supporting risk taking

Communication Techniques

Understand various verbal and nonverbal communication modes

• • Body language

  • Gesture

  • Tone, stress, and inflection

  • Eye contact

  • Facial expression

  • Personal space

Assessment

Assessment and Evaluation Strategies

·           Understand the role of formal and informal assessment in informing the instruction process

-   Defines and provides uses and examples of formal and informal assessment modes

-   Explains a variety of ways the results of formal and informal assessment are used to make educational decisions

·           Understands the distinctions among the different among the different types of assessment

-   Defines and provides uses and examples of formative, summative, and diagnostic assessment

·           Knows how to create and select an appropriate assessment format to meet instruction objectives

-   Knows how to create assessments in a variety of formats

-   Is able to select an assessment format to meet a specific instructional objective

·           Knows how to select from a variety of assessment tools to evaluate students performance

-   Knows a variety of assessment tools, their uses, strengths and limitations

§  Rubrics

§  Analytical checklist

§  Scoring guides

§  Anecdotal notes

§  Continuums

-   Is able to select an assessment tool appropriate for qualifying the results of a specific assessment

·           Understands the rationale behind and the uses of students’ self and peer assessment

-   Defines and provides uses and examples of student self-assessment modes

-   Defines and provides uses and examples of peer assessment modes

-   Explains the strengths and limitations of self and peer assessment modes

·           Knows how to use a variety of assessment formats

· Essay

· Selected response

· Portfolio

· Conference

· Observation

· Performance

- Is able to select an assessment format appropriate to a specific educational context

Assessment Tools

·           Understands the types and purposes of standardized tests

-       Explains the uses of the different types of standardized test

§  Achievement

§  Aptitude

§  Ability

-  Recognizes the data provided by the different types of standardized tests

·           Understands the distinguish between norm-referenced and criterion-referenced scoring

-       Explains the uses of norm-referenced and criterion-referenced tests

-       Explain data provided by a norm-referenced and a criterion-referenced test

·           Understands terminology related to testing and scoring

-  Defines and explains terms related to testing and scoring

§  Validity

§  Reliability

§  Raw Score

§  Scaled score

§  Percentile

§  Standard deviation

§  Mean, mode, and Median

§  Grade-equivalent scores

§  Age-equivalent scores

·         Understands the distinction between holistic and analytical scoring

-       Describes holistic scoring and analytical scoring

-       Identifies an educational context for each

·         Knows how to interpret assessment results and communicate the meaning of those results to students, parents/caregivers, and school personnel

-       Understands what scores and testing data indicate about a student’s ability, aptitude, performance

-       Is able to explain results of assessments using language appropriate for the audience

Professional Development, Leadership and Community

    Is aware of a variety of professional development practices and resources

• professional literature

• professional associations

• workshops

• conferences

• Learning communities

• Graduate courses

• Independent research

• Internships

• Mentors

• Study Groups

Understands the implications of research, views, ideas and debates on teaching practices

• • Knows resources for accessing research, views, ideas, and debates on teaching practices

  • Interprets data, results, and conclusions from research and/or views, ideas and debates to a variety of educational situations

Recognize the role of reflective practice for professional growth

• • Defines the purposes of reflective practice

  • Knows a variety of activities that support reflective practice

    • Reflective journal

    • self and peer assessment

    • Incident analysis

    • portfolio

    • Peer observation

    • Critical friend

Is aware of school support personnel who assist students, teachers, and families

• • Guidance counselors

  • IEP team members

  • Special education teachers

  • Speech, physical and occupational therapists

  • Library media specialists

  • Teachers of the gifted and talented

  • Para educators

Understands the role of teachers and schools as educational leaders in the greater community

• • Role of teachers in shaping and advocating for the profession

  • Perceptions of teachers

  • Partnerships with parents and family members

  • Partnerships with the community

Knows basic strategies for developing collaborative relationships with colleagues, administrators, other school personnel, parents/caregivers, and the community to support the educational process

• • Knows the elements of successful collaboration

    • Developing an action plan

    • Identifying the stakeholders

    • Identifying the purpose of the collaboration

    • Supporting effective communication

    • Seeking support

Understands the implication of major legislation and court decisions relating to students and teachers

• • Equal access

  • Privacy and confidentiality

  • First Amendment issues

  • Intellectual freedom

  • Mandated reporting of child neglect/abuse

  • Due process

  • Liability

  • Licensing and tenure

  • Copyright