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Module 8

Page history last edited by Dan Roggenkamp 7 years, 3 months ago

Unit 1-2, Standard 1: Student Development

 

Meeting Student Needs

One of the elements in Standard 1 is Meeting Student Needs. The outstanding performance for this element appears in the rubric as:


Candidate designs and implements instruction to meet students’ cognitive, linguistic, social, emotional, and physical needs.

 

  1. What in the above statement do you see as the most difficult need to address? Or is it something else that's not stated? 
  2. If you feel that you are not properly prepared to achieve the above performance, discuss what knowledge or skill deficits you feel you have, or other factors that are affecting your ability to address your students' needs.

 

 

Collaboration with Families and Others

Another element of Standard 1 is Collaboration with Families and Others. The outstanding performance descriptor for this element is:

 

Candidate collaborates effectively with families, communities, colleagues, and other professionals to promote the academic, social, and emotional growth and development of students.

 

Some candidates find this element problematic for a wide variety of reasons. Discuss how you will approach collaboration and communication with families and other stakeholders in your students' learning, and what factors either assist or get in the way of this collaboration. Candidates can also be advised that they can always re-visit this element later in the Module if something comes up once they get to know their families better.

 

Unit 3, Standard 2: Learning Differences

 

Guiding Question

 

The guiding question for this standard is, "How does the candidate use knowledge about individual differences and diverse cultures to develop inclusive learning environments that support all students in meeting high standards?"

With that in mind, prepare to discuss the following:

  1. How do you and your school create this type of environment? How could you do better? What inhibits the full realization of this environment in your classes and school? Be specific!
  2. What about introverted learners? To what extent is social interaction and social collaboration, or lack thereof, an individual personality trait? Should it always be imposed universally? To what extent should we differentiate 21st C skills?

 

Multiple Perspectives

One of the elements for this standard is Multiple Perspectives.The outstanding performance for this element is described as:

 

Candidate incorporates multiple perspectives across the curriculum and in instructional practice to help students learn to respect and understand the diversity of the local community, nation, and globe.

 

What are some techniques, activities, and lesson design features that you can use in the context of your subject matter area that will encourage and enhance multiple perspectives?

 

Unit 4, Standard 3: Learning Environments

 

Managing the Learning Environment

One of the elements for this standard is Managing the Learning Environment. The outstanding performance for this element is described as:

Candidate effectively manages the learning environment to actively and equitably engage students by organizing, allocating, and coordinating the resources of time, space (i.e., desks group areas, etc.), and students’ attention.

Discuss your physical learning environment. What works? What doesn't? What gets in the way, both literally and with regards to learning? What physical design elements cause distraction or enhance engagement?

 

Use of Interactive Technologies

Another elements is Use of Interactive Technologies. The outstanding performance for this element is described as:

 

Candidate promotes responsible student use of interactive technologies to extend learning beyond the classroom to local and global communities.

 

What are some ways a teacher can promote responsible student use of interactive technologies to extend learning beyond the classroom to local and global communities?

Put another way, what are examples of irresponsible, inappropriate, or ineffective  uses of interactive technologies?

 

Unit 5, Standard 4: Content Knowledge

 

Student Misconceptions

One of the elements for this standard is Student Misconceptions. The outstanding performance for this element is described as:

 

Candidate recognizes student misconceptions about the content and redesigns lesson to correct them.

 

Discuss moments in your classroom in which you've had to redesign your delivery to address a student misconception. This might be something as small as a misunderstanding of a direction or activity or as large as a major background knowledge deficit that required remedial instruction.  

 

Academic Language 

Another element for this standard is Academic Language. The outstanding performance for this element is described as:

Candidate creates multiple opportunities for students to master academic language in the content area.

 

In the context of your subject area and teaching situation, what are the instructional needs for academic language? That is, in what contexts or instances do you notice student deficits in academic language? What are their strengths, weaknesses, and needs?
 

Technology for Instruction

Another element for this standard is Technology for Instruction. The outstanding performance for this element is described as:

 

Candidate appropriately and effectively integrates technology throughout the teaching process to help students learn.  

 

Teachers have very different approaches to and orientations with technology. Discuss your use, or lack of, technology in the context of your subject area. Is technology sometimes overemphasized or used inappropriately? Are there uses of technology that you wish you could implement but are unable to do so for reasons beyond your control? What recent implementations of technology have either worked very well for you or not worked at all?  

 

In attempting to assist a candidate in the integration of technology (beyond the level of substitution), I stumbled upon this wiki:  https://pasdtechtraining.wikispaces.com/Math+%26+Technology+in+the+Classroom

 

There are tons websites that could be useful for math teachers at all levels, and some PBL and other websites as well.

 

Unit 6, Standard 5: Application of Content

 

Interdisciplinary themes

One element for this standard is interdisciplinary themes. The outstanding performance for this element is described as:

 

Candidate ​integrates current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) into meaningful learning experiences.

 

Discuss some ways you've accomplished this or ideas you have for doing so. What has worked, not worked, and what will you be trying in the future.

 

Application of real world problems

 

Another element for this standard is application of real world problems. The outstanding performance for this element is described as:

Candidate engages students actively in applying content knowledge to real world problems in local, national, or global contexts.

What ideas do you have for activities that require students to apply content knowledge to real world problems?

 

Unit 7, Standard 6: Assessment

 

One of the elements for this standard is Feedback. The outstanding performance for this element is described as:

 

Candidate provides students effective descriptive and timely feedback on their work to guide their progress toward high quality work.

 

Teachers often have a large number of tests or papers to 'grade' in a short period of time. What are some ways you can effectively give meaningful feedback to a large number of students in  a timely manner? (Think 100 papers.) 

 

Another elements for this standard is Alignment of Assessments with Objectives. The outstanding performance for this element is described as:

 

Candidate designs assessments that align with learning objectives and minimizes sources of bias that can distort assessment results

 

In the context of your current or anticipated teaching environment and subject, what are some steps you can take to minimize sources of bias in your assessments?  

 

Unit 8, Standard 7: Planning for Instruction

 

The guiding question for this standard is, "How does the candidate draw upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of students and the community context, to plan instruction that supports each student in meeting rigorous learning goals?"

 

With that in mind, discuss with your cohort the extent to which you do, or wish you did or could, collaborate with other instructors in your school to create rich, cross-disciplinary activities and projects. If you had all the time and resources you needed, what type of collaborative projects would you like to participate in?

 

Discuss co-teaching. Have you had the opportunity to co-teach?

 

 

Unit 9, Standard 8: Instructional Strategies

 

One of the guiding questions for this is in regards to questioning. Do you "script" your questions in your lesson plans, scaffolding so that you don't ask yes/no questions only, but also questions that engage students in inquiry/critical thinking? 

 

One element of this standard is: Engaging Students in Skill Development. The guiding question for this element is: Did the candidate’s lesson help students learn to access, interpret, evaluate, and apply information? With this in mind, what are some instructional strategies you use to address some of the higher order skills on Bloom's Taxonomy?

 

Discuss with your cohort how you take the diversity of your students into consideration when questioning. How do you ensure that you are communicating high expectations to all of your students? What techniques do you use to ensure that all of your students are participating? How does questioning encourage skill development in your students?

 

 

Unit 10, Standard 9: Professional Learning and Ethical Practice

 

Professional Learning Experiences

 

One of the elements of this standard is Professional Learning Experiences. The outstanding performance for this elements is described as;

 

Candidate actively engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners and school.

 

With that in mind, discuss PD opportunities available to you, including those that are paid for by your school and those that you need to cover yourself.

 

Professional Ethics, Standards, and Laws

 

Another element if Professional Ethics, Standards, and Laws. The outstanding performance for this elements is described as:

 

Candidate’s teaching practice and behavior demonstrate integration of the profession’s code of ethics, professional standards of practice, and the laws and policies related to education and interactions with students.

 

Discuss ethics and professional standards in general, including issues of student and teacher plagiarism and less common or obvious issues or behaviors.

 

 

Unit 11, Standard 10: Leadership and Collaboration

 

Schools as Organizations

 

One of the elements of this standard is Schools as Organizations. The outstanding performance for this elements is described as;

 

Candidate understands schools as organizations within a historical, cultural, political, and social context and works with others across the system to support students.

Question 1: Discuss the historical, cultural, political, and social context of your current school or other schools you have worked with.

Question 2: Have you ever worked in a new school? How would a new school differ from an established school? What unique challenges and opportunities are presented in a new school environment?

Question 3: What happens when a new administration, or at least new principal, takes over an established school? What challenges and opportunities does this change present?

Advocating for Students


Another element of this standard is Advocating for Students. The outstanding performance for this element is described as:

 

Candidate advocates to meet the needs of students, to strengthen the learning environment, and to enact system change.

Question 1: What are some ways you have advocated or wish you could advocate for your students?

Question 2: What forces support your advocacy for students? What forces counter or interfere with that advocacy?

 

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