Standard 2: Student learning
The teacher understands how students learn and develop, and can provide learning opportunities that support a student’s intellectual, social, and personal development.

2A) Knowledge: students read about and discuss how students internalize knowledge, acquire skills, develop thinking behaviors and use instructional strategies that promote student learning and apply them in the development of the lessons they teach. (Assigned print and web-based readings)

2B) Knowledge: Students read and discuss concepts of developmental influences on learning, analyze their observational classroom and apply the concepts in the development of their lesson plans and consider these concepts in their reflections following the lessons.

2C) Knowledge: Students read and discuss concepts of individual variation in development and how development in each domain affects performance in others and apply them in the development of their lesson plans.

2E) Knowledge: Students read and discuss the concepts of individual and group assessment and plan appropriate instruction that meets students’ developmental needs in their lessons.

Standard 3: Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.

3A) Knowledge: Students discuss different approaches to learning and performance which are applied in their instructional designs for their lessons.

3I) Knowledge: Students read and discuss the impact of culture on learning and setting high expectations for students.

3K) Knowledge, Assessment and Primary Placement: Students discuss, plan and apply instruction appropriate for the student’s developmental needs and learning styles in the development of their service learning lesson and exploratory lesson.

3L) Knowledge: Students read and discuss teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes as well as incorporating this in the development of lessons and in their reflections following these lessons.

30) Knowledge: Students use their own prior knowledge of student’s families, cultures and communities as the basis for connecting instruction to student’s experiences in the development of their lessons.

Standard 4: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

4A) Knowledge: Students review and discuss the MN Standards and develop a lesson plan objective that includes at least one of the Minnesota standards for their content area and grade level for their observation class.

4B) Knowledge: Students will describe the appropriate cognitive processes they select for inclusion in their lessons.

4C) Knowledge: Students demonstrate their understanding of the principles and techniques; advantages and limitations of various instructional strategies by making appropriate choices for inclusion in their lessons.

4E) Knowledge: Students discuss the concepts of critical thinking, and apply them in their lessons.

4F) Knowledge: Students discuss the concepts of flexibility and reciprocity in the teaching process and apply their these concepts during the teaching of their exploratory lesson.

4G) Knowledge: Students discuss differentiated instruction and its purposes and incorporate this into their lesson plan.

4H) Knowledge: Students use multiple teaching and learning strategies to engage students in active learning that promotes critical thinking and problem solving and encourages them to be responsible for their learning through discuss and the development of their lessons.

4I) Knowledge: Students discuss the impact of learner feedback.

4J) Knowledge: Students read and discuss ways to vary the instructional process to address the content and purposes of instruction and the needs of students and they apply this in the development of their lessons.

4K) Knowledge: Students read and discuss the use of a variety of presentation and representations of concepts to assist students’ understudying and encourage critical thinking.

4L) Knowledge: Students explore the use of technology to broaden student knowledge, to deliver instruction and to stimulate advanced levels of learning. (see lit circles presentation task)

Standard 5: Learning environment
The teacher uses an understanding of individual and group motivation and behavior to create learning environments that encourages positive social interaction, active engagement in learning, and self-motivation.

5B) Knowledge: Students read and discuss how groups function and apply their knowledge in their own work a team members and in the development of interaction strategies for their lessons.

5C) Knowledge: Students read and discuss ways to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations and apply them in their teaching.

5D) Knowledge, Assessed & Primary Placement: Students demonstrate an understanding of how to help people work productively and cooperatively together in complex social settings through their service learning lesson in the middle school observational classroom; and as they reflect on their own abilities as team members as they complete learning activities with their team.

5F) Students read and discuss ways to help develop self motivation within their students as they plan their lessons.

5I) Knowledge, Assessed and Primary Placement: Students develop their own peer learning groups and reflect on their learning in a team and identify ways to foster positive peer relationships in their management plan.

5L) Knowledge: Students discuss ways to design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaboratively and independently and engage in purposeful learning activities and then implement these concepts in their management plans.

5M) Knowledge: Students work to develop lesson plans that includes learning activities that connect to their observational students' interests, motivates them and involves them in the learning with good questioning strategies.

5Q) Knowledge and Assessed: Students analyze the classroom environment and make decisions and adjustments during their work with students in the advisory and exploratory lessons.

Standard 6: Communication
The teacher uses knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

6H) Application: Students use effective communication strategies in conveying ideas and information and in asking questions as demonstrated in the exploratory land advisory lessons they teach.

Standard 7: Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

7A) Knowledge: Students apply their knowledge of learning theory, subject matter, curriculum development and student development in their lesson plans.

7B) Knowledge: Students plan instruction using contextual considerations that bridge curriculum and student experiences via the use of their ‘observational class’ in the planning of their lessons.

7C) Knowledge: Students read and discuss how to plan instruction that accommodates individual student learning styles and performance modes and implement this in their lessons.

7E) Knowledge: Students discuss ways to accommodate individual learning styles and performance modes in their lesson plans. (See Concepts for Questions #5 & 6)

7F) Knowledge: Students design activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress through the discussion and application of differentiated curriculum and instruction as evidenced in their advisory and exploratory lesson plans.

7G) Knowledge: Students implement learning experiences that are appropriate for curriculum goals . . . through the development of a lesson plans that are based on a standard and objectives .

Standard 8 Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of his/her learners.

8C) Knowledge & Primary Placement: Students read and discuss the differences between assessment and evaluation.

8E) Knowledge: Students select, construct and use assessment strategies, instruments and technology appropriate to the learning outcomes being evaluated as demonstrated through discussion and the development of daily assessments for their lessons.

8G) Knowledge: Students discuss and review varied and appropriate formal and informal assessment techniques

8J) Knowledge: Students evaluate the effect of class activities on both individuals and the class as a whole using information gained through observation of classroom interactions, questioning, and analysis of student work during their service learning and exploratory lessons.

Standard 9: Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of her or his choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.

9B) Knowledge: Students discuss methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment for use in their lessons and plans for ongoing learning in their reflections following the service learning activities and exploratory lesson and in their professionalism rubric.

9C) Knowledge: Students discuss the influences of the teacher’s behavior on student growth and learning and comment on this in their reflections.

9E) Knowledge: Students discuss the role of reflection and self-assessment on continual learning and demonstrate their knowledge in their own reflections and self assessments of team work.

9F) Knowledge: Students plan higher order thinking activities for their advisory lessons and exploratory lesson.

9H) Knowledge: Students use classroom observations, information about students and research as sources for evaluating the outcomes of teaching and learning and for their reflections in their own reflections following the service learning their exploratory lessons.

9J) Knowledge: Students collaborative use professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences, and seeking and giving feedback as evidenced through reflection and team collaborative work on the development of the service learning and advisory lesson.

Standard 10: Collaboration, Ethics and Relationships
The teacher communicates and interacts with parents or guardians, families, school colleagues and the community to support student learning and well-being.

10B) Knowledge: Students discuss how factors in a student's environment outside of school, including family circumstances, community environments, health and economic conditions, may influence student life and learning.

10D) Knowledge, Assessed and Primary Placement: Students understand the concept of addressing the needs of the whole learner as demonstrated in the development of an Advisory lesson.

10G) Knowledge: Students collaborate with teachers at the middle school in the observational classroom improve the overall learning environment.

10H) Knowledge, Assessed and Primary Placement: Students collaborate in developing and delivering activities designed to make the entire school a productive learning environment in the advisors lesson.