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STANDARD & INDICATOR |
EDU 351
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EDU 368
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TWO |
EDU 351 |
EDU 368 |
2A |
Knowledge, Assessed & Primary Placement: Students use their knowledge of how students internalize knowledge, acquire skills, develop thinking behaviors and use instructional strategies that promote student learning in the development of a complete, detailed two week block unit plan. | Assessed: Students use their knowledge of how students internalize knowledge, acquire skills, develop thinking behaviors and use instructional strategies that promote student learning in the development and teaching of the six micro-lessons and the two week practicum in the schools where they teach block classes. |
2B |
Knowledge and Assessed: Students develop their knowledge through reading Marzano's text and apply their knowledge of developmental influences on learning in the development of their unit plan. | Assessed: Students apply their knowledge of developmental influences on learning in their microteaching lesson plans and their practicum. |
2C |
Knowledge and Assessed: Students extend their knowledge through reading and discussion of Marzano's text and incorporate their knowledge of individual variation in student development; how development in each domain affects performance in other domains via the development of their unit plan. | Assessed: Students incorporate their knowledge of individual variation in student development and how development in each domain affects performance in other domains in the development and teaching of their micro lessons and their practicum. |
2D |
Knowledge and Assessed: Students gain knowledge via Marzano's text and discussion and they use their knowledge of students' strengths as a basis for growth and errors as opportunities for learning as they develop daily assessments for their unit plan. | Knowledge and Assessed: Students use their knowledge of students' strengths as a basis for growth and errors as opportunities for learning as they develop daily assessments for the microteaching lessons they teach and get feedback from their peers and instructor. |
2E |
Knowledge, Assessed & Primary Placement: Students extend their knowledge via Marzano's text and apply their understanding of individual and group assessment as they plan appropriate instruction that meets students developmental needs in their unit lessons. | Knowledge, Assessed: Students review the concepts of developmental needs via their virtual class and apply their understanding of individual and group assessment as they plan appropriate instruction that meets students developmental needs in their lessons and practicum. |
2F |
Knowledge, Assessed: Students plan connections and provide opportunities for active learning that involves students in their unit plan. | Knowledge, Assessed & Primary Placement: Students make connections and provide opportunities for active learning that involves students in their learning in their micro teaching lessons and practicum. |
2G |
Knowledge & Primary Placement: Students apply their knowledge of planning instructional activities that encourage discussion, listening and responding to group interaction, eliciting oral, written and other samples of student thinking in their unit lesson plans. and practicum. (See unit plan task description). | Knowledge, Assessed: Students apply their knowledge of planning instructional activities that encourage discussion, listening and responding to group interaction, eliciting oral, written and other samples of student critical thinking in specific microteaching lesson plans and practicum. |
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THREE |
EDU 351 |
EDU 368 |
3A |
Knowledge, Assessed and Primary Placement: Students incorporate differentiation strategies in their lesson plans and practicum as well as within the unit plan they develop. | Knowledge and Assessed: Students incorporate differentiation strategies in their lesson plans and practicum as well as within the unit plan they develop. (See EDU 368 rubric). |
3C |
Knowledge and Assessed: 1) Class reading and discussion: ELL strategies (see Reiss text) 2) Student’s lesson plans within their unit plan must address the needs of the ELL students in their virtual classroom. (See EDU 351 learning task: Unit Plan) |
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3D |
Knowledge and Primary Placement: Class readings and discussions: Because of the Kids by Obediah and Teel and Managing Diverse Classsrooms by Rothstien-Fisch and Trumbull help students understand and recognize dehumanizing biases, discrimination and all forms of racism. | |
3E |
Knowledge: Class readings and discussions: Because of the Kids by Obediah and Teel and Managing Diverse Classsrooms by Rothstien-Fisch and Trumbull help students understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values; | |
3H |
Knowledge and Assessed: 1. Class readings and discussions: Because of the Kids by Obediah and Teel and Managing Diverse Classsrooms by Rothstien-Fisch and Trumbull help students understand cultural and community diversity. 2. Student’s lesson plans within their unit plan must incorporate their ‘virtual student’s’ experiences, cultures and community resources into instruction. (See EDU 351 learning task: Unit Plan) |
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3I |
Knowledge, Assessed and Primary Placement: 1. Class readings and discussions: Because of the Kids by Obediah and Teel and Managing Diverse Classsrooms by Rothstien-Fisch and Trumbull help students understand cultural and community diversity. 2. Student’s lesson plans within their unit plan must incorporate their ‘virtual student’s’ experiences, cultures and community resources into instruction. (See EDU 351 learning task: Unit Plan. |
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3J |
Knowledge: Students gather information regarding their practicum classroom in order to know about the community and cultural norms. | |
3K |
Knowledge: Student’s lesson plans within their unit plan must be appropriate to their virtual students’ stage of development, learning style, and strength. (See EDU 351 learning task: Unit Plan) | Knowledge and Assessed: Students generate instruction appropriate for the student's developmental needs and learning styles in their micro lessons and practicum. (See the interdisciplinary/culture micro-teaching lesson and EDU 368 rubric). |
3L |
Knowledge, Assessed and Primary Placement: Student’s lesson plans within their unit plan must address the special needs of their virtual classroom. (See EDU 351 learning task: Unit Plan) | Knowledge and Assessed: Students incorporate teaching approaches that are sensitive to the varied experiences of students and that address different learning and performance modes in their micro teaching and practicum. |
3M |
Primary Placement: Students make accommodations for their virtual students learning differences and needs by differentiating and modifying lessons within their unit plan, based on time, tasks, circumstances and responses. | |
3N |
Knowledge: Students extend their knowledge of providing for the exceptional needs of students by modifying lessons for their virtual class within their unit plan. | |
3O |
Knowledge: Student’s lesson plans within their unit plan must address the special needs of their students using information they receive regarding the students in their virtual classroom. (See EDU 351 learning task: Unit Plan). | |
3P |
Knowledge: Student’s lessons within their unit plan must incorporate multiple perspectives and address what they know about their ‘virtual student’s’ personal and family experiences, and cultural norms. (See EDU 351 learning task: Unit Plan.) | Knowledge: Students must incorporate what they know about their students personal and family experiences and cultural norms during their practicum experience. |
3Q |
Knowledge: 1. Class readings and discussions: Because of the Kids by Obediah and Teel and Managing Diverse Classsrooms by Rothstien-Fisch and Trumbull help students formulate ideas about how to develop a learning community. 2. Class readings and discussions (web sites) regarding classroom environment. 3. Student’s Philosophy of Teaching will address how their plans for developing classroom environment help foster respect for individual differences. (See EDU 351 Task: Philosophy Paper). |
FOUR |
EDU 351 |
EDU 368 |
4A |
Knowledge, Assessed and Primary Placement: 1. Class web readings and discussion on NCLB and standards-based instruction. 2. Students plan all lessons for the unit plan that incorporate MN Academic Standards.(See EDU 351 learning task: Unit Plan) |
Knowledge: Student's microteaching lessons, derived from their unit plan, incorporate MN Academic Standards. |
4B |
Knowledge, Assessed: 1. Reading and discussing all chapters of Marzano’s research based text ‘ What works in classroom Instruction’ provides a knowledge base regarding cognitive processes. 2. Students plan lessons that incorporate strategies for stimulating various cognitive processes. (See EDU 351 learning task: Unit Plan and Unit Plan rubric). |
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4C |
Knowledge, Assessed and Primary Placement: 1. Marzano’s research based text ‘ What works in classroom Instruction’ provides a knowledge base regarding cognitive processes. 2. Students plan lessons that incorporate strategies for stimulating various cognitive processes. (See EDU 351 learning task: Unit Plan) |
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4D |
Knowledge, Assessed and Primary Placement: Students demonstrate their ability to enhance learning through the use of various instructional strategies as demonstrated through the creation of a complete, detailed unit plan (See EDU 351 learning task: Unit Plan) | Knowledge, Assessed: Students include a variety of materials and human and technological resources in their development and teaching of their micro teaching lessons and practicum. |
4E |
Knowledge, Assessed and Primary Placement: Students demonstrate their ability to nurture student critical thinking and problem solving in the lessons developed for their complete, detailed unit plan (See EDU 351 learning task: Unit Plan) and through readings related to effective questioning: Quality Questioning by Walsh andSattes. | Knowledge, Assessed: Students incorporate critical thinking, problem solving and performance capabilities in their microteaching lessons, practicum. |
4F |
Knowledge, Assessed and Primary Placement: Students use flexibility and reciprocity and adapt instruction as needed in planning their unit lessons for their virtual class. | Knowledge, Assessed: Students use flexibility and reciprocity and adapt instruction as needed in their micro teaching lessons and their management lesson. |
4G |
Knowledge, Assessed and Primary Placement: 1. Students read Marzano’s research based text ‘ What works in classroom Instruction’ provides a knowledge base regarding instructional purposes and meeting student needs. 2. Students plan lessons that incorporate strategies for stimulating various cognitive processes. (See EDU 351 learning task: Unit Plan) |
Knowledge, Assessed: Students differentiate their instruction in their microteaching lessons based on developmental needs, prior knowledge, learning styles and interests. |
4H |
Knowledge, Assessed and Primary Placement: 1. Students read Marzano’s research based text ‘ What works in classroom Instruction’ provides a knowledge base regarding use of multiple teaching strategies 2. Students demonstrate multiple teaching strategies by completing their Questioning Learning Task where they guide an in-class discussion. |
Knowledge, Assessed: Students use multiple teaching and learning strategies to engage students in active learning and promote critical thinking and problem solving and encourage their pupils to be responsible for their learning over the course of teaching all of their micro teaching lessons and the practicum. |
4I |
Knowledge, Assessed and Primary Placement: Students use peer feedback to monitor and adjust strategies as well as to improve their own microteaching lessons | |
4J |
Knowledge, Assessed: Students vary the instructional process to address the content and purposes of instruction and the needs of their virtual students in their unit lesson plans and in their Questioning Learning Task. | Knowledge, Assessed: Students vary the instructional process to address the content and purposes of instruction and the needs of students in their microteaching lessons and the teaching during their practicum |
4K |
Knowledge: Students develop a variety of clear presentations and representations of concepts in the lessons they create for their complete, detailed unit plan (See EDU 351 learning task: Unit Plan) and demostrated in their Research Presentation Task. | Knowledge, Assessed and Primary Placement: Students develop a variety of clear presentations and representations of concepts in the lessons they create for their complete, detailed unit plan (See EDU 351 learning task: Unit Plan) |
4L |
Knowledge: Students incorporate technology into the lesson plans for the unit they develop. (See EDU 351 learning task: Unit Plan) | Knowledge: Students incorporate technology into their microteaching lessons. |
FIVE |
EDU 351 |
EDU 368 |
5A |
Knowledge, Assessed: Students demonstrate their understanding of motivation and human behavior by developing lessons for their unit plan that organize and support individual and group work. (See EDU 351 learning task: Unit Plan) | |
5B |
Knowledge, Assessed: Students incorporate motivation strategies to support individual and group work in the lessons plans developed for their unit plan. (See EDU 351 learning task: Unit Plan) | |
5C |
Knowledge, Primary Placement: 1. Class readings, discussions and role plays (web sites) regarding classroom environment. 2. Student’s Philosophy of Teaching will address how they plan to create learning environments that contribute to the self esteem of all.. (See EDU 351 Task: Philosophy Paper). |
Knowledge, Assessed: Students create learning environments that a contribute to the self esteem of all their students during their micro-teaching, classroom management lesson and practicum with the goal of creating positive interpersonal relations among all persons in the classroom. |
5D |
Knowledge, Assessed: Students’ detailed lesson plans within their unit demonstrate their understanding of how they help people work productively and cooperatively. (See EDU 351 learning task: Unit Plan) | Knowledge: Students demonstrate and understanding of how to help people work productively and cooperatively together in complex social settings through their work as team members involved in their own problems solving as they teach in their micro teaching lessons, their management lesson and in their practicum. |
5E |
Knowledge, Assessed, Primary Placement: Students demonstrate and understanding of how to help people work productively and cooperatively together in complex social settings through their work as team members involved in their own problems solving as they teach in their micro teaching lessons, their management lesson and in their practicum. (See Tasks #2, #3, and #4) | Knowledge, Assessed: Students demonstrate their understanding of the principles of effective classrooms and use a range of strategies to promotes positive relationship, cooperation and purposeful learning in their microteaching lessons, their management lesson and in their practicum. |
5F |
Knowledge: Students demonstrate knowledge of factors and situations that are likely to promote or diminish intrinsic motivation and how to help students become self-motivated in the development of the unit lessons for their virtual class. | |
5G |
Knowledge: 1. Reading and class discussions (Stories of Student Teaching by Pitton) and web resources 2. Lessons in unit plan reflect the understanding of how participation supports commitment. (See EDU 351 learning task: Unit Plan) |
Knowledge: Students apply their knowledge of how participation supports commitment in their design and implementation of student centered lessons for microteaching and practicum. |
5H |
Knowledge, Assessed: Students work to establish a positive climate in the classroom during their microteaching lessons, their management lesson and in their practicum. | |
5I |
Knowledge: Students demonstrate their understanding of ways to design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaborative and independently and engage in purposeful learning activities as demonstrated in their Unit Plan. (See EDU 351 learning task: Unit Plan) | Knowledge, Assessed: Students demonstrate their understanding of ways to design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaborative and independently and engage in purposeful learning activities as demonstrated in their microteaching lessons, their management lesson and in their practicum. |
5J |
Knowledge, Assessed: Students demonstrate their ability to recognize the relationship of intrinsic motivation to student lifelong learning and use appropriate strategies in microteaching, practicum and their classroom management lesson | |
5K |
Knowledge: Students demonstrate appropriate use of motivation strategies in their unit lessons. | Knowledge: Students demonstrate appropriate use of motivation strategies in microteaching, practicum and their classroom management lesson |
5L |
Knowledge: Students demonstrate their understanding of ways to design and manage learning communities in which students assume responsibility for themselves and one another, participate in decision making, work both collaborative and independently and engage in purposeful learning activities as demonstrated in their Unit Plan. | Knowledge, Assessed: Students manage learning communities in which students assume responsibility during their classroom management microteaching lesson |
5M |
Knowledge, Assessed, Primary Placement: 1. Students plan ways to engage pupils in individual and group learning activities that help them develop the motivation to achieve by relating lessons to students' personal interests and allowing student choice and engaging students in questioning and problem solving in their Unit Plan. (See EDU 351 learning task: Unit Plan) 2. Students lead discussion and plan questions (See EDU 351: questioning skills task) |
Knowledge, Assessed: Students use group learning and student interest to create student centered lessons in micro-teaching, practicum and the classroom management lesson. |
5N |
Knowledge, Assessed: Students organize allocate and mange the resources of time, space activities and attention to provide active engagement for all students in productive tasks in their unit lessons. | Knowledge, Assessed, Primary Placement: Students organize allocate and mange the resources of time, space activities and attention to provide active engagement for all students in productive tasks through their microteaching lessons. |
5O |
Knowledge, Assessed, Primary Placement: Students maximize the amount of class time spend in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals in their unit lesson plans. | Knowledge, Assessed:Students maximize the amount of class time spend in learning by creating and using expectations and processes for communication and behavior along with a physical setting conducive to classroom goals during their microteaching lessons, their management lesson and in their practicum. |
5P |
Knowledge, Assessed: Students develop expectations for student interactions, academic discussion and individual and group responsibility that creates a positive classroom climate of openness, mutual respect, support, inquiry and learning and plan carefully to communicate these expectations and processes in their Unit Plan . (See EDU 351 learning task: Unit Plan) | Knowledge: Students develop expectations for student interactions, academic discussion and individual and group responsibility that creates a positive classroom climate of openness, mutual respect, support, inquiry and learning through their own work in micro teaching teams and during their microteaching lessons, their management lesson and in their practicum. |
5Q |
Knowledge, Primary Placement: Students analyze the classroom environment and make decisions and adjustments to enhance social relationships, student motivation and engagement and productive work during their microteaching lessons, their management lesson and in their practicum. | |
5R |
Knowledge, Assessed, Primary Placement: Students organize, prepare student for and monitor independent and group work that allows for full, varied and effective participation of all individuals as evidenced through their attention to these processes in their Unit Plans. . (See EDU 351 learning task: Unit Plan) | Knowledge, Assessed: Students organize, prepare student for and monitor independent and group work that allows for full, varied and effective participation of all individuals through their microteaching lessons, their management lesson and in their practicum. |
SIX |
EDU 351 |
EDU 368 |
6A |
Knowledge, Assessed, Primary Placement: Class discussion and overview of communication and language development and the role of language on learning. (see topic: communication skills for teachers) | |
6B |
Knowledge, Assessed, Primary Placement: 1. class reading and discussion: Because of the Kids develops student understand of how culture impacts communication 2. class reading and discussion Stories of Student Teaching helps students understand how gender and age impacts communication |
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6C |
Knowledge, Assessed, Primary Placement: 1. class discussion of effective verbal and nonverbal communication 2. Students set goal and work on their own communication development. (See EDU 351 learning task: Communication skills) |
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6D |
Knowledge, Assessed: 1. class discussion 2. Students set goals and work on their own communication development. .See EDU 351 learning task: Communication skills |
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6E |
Knowledge: 1. class discussion 2. Students set goals and work on their own communication development. See EDU 351 learning task: Communication skills |
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6F |
Knowledge, Assessed, Primary Placement: 1. class discussion 2.Students set goals and work on their own communication development See EDU 351 learning task: Communication skills |
Knowledge, Assessed: Students will discuss (using both the Pitton and Obediah and Teel texts) the importance of fostering sensitive communication and by and among all students in class and apply this in their microteaching and practicum.1. class discussion 2. . Students set goals and work on their own communication development .See EDU 351 learning task: Communication skills |
6G |
Knowledge, Assessed, Primary Placement: 1. class discussion 2. Students set goals and work on their own communication development .See EDU 351 learning task: Communication skills |
Knowledge, Assessed: Students will discuss (using both the Pitton and Obediah and Teel texts) the importance of fostering sensitive communication among all students in class and apply this in their microteaching and practicum. |
6H |
Knowledge, Assessed, Primary Placement: 1. class reading & discussion Marazano text 2. Students set goals and work on their own communication development . See EDU 351 Learning task: Questioning task |
Knowledge, Assessed: Students use effective communication strategies in conveying ideas and information and in asking questions as demonstrated in their microteaching lesson, management lesson and practicum lessons. |
6I |
Knowledge, Assessed, Primary Placement: Students learn the use of Six Trait writing to support learner writing (see Six Trait lesson); Active student involvement and technology are required in the unit plan to engage learners in expressing themselves in speaking and through the use of media. | |
6J |
Knowledge, Assessed, Primary Placement: 1. class reading & discussion Marazano text 2. Students demonstrate their ability to ask questions and stimulate discussion in different ways for particular purposes (See EDU 351 Learning task: Questioning task) |
Knowledge, Assessed: Students demonstrate their ability to ask questions and stimulate discussion in different ways for particular purposes ... as demonstrated in their microteaching lessons, management lesson, practicum lessons as well as the discussion they lead in class. |
6K |
Knowledge: Students plan for the use of a variety of media communication tools, including audiovisual and computers and technology to enrich learning opportunities in their unit plan. (See EDU 351 unit plan) | Knowledge, Assessed: Students use a variety of media communication tools, including audiovisual and computers and technology to enrich learning opportunities in their microteaching lessons |
| SEVEN | EDU 351 |
EDU 368 |
7A |
Knowledge, Assessed, Primary Placement: Students apply their knowledge of learning theory, subject matter, curriculum development and student development in their lesson plans for their unit plan. (See EDU 351 unit plan) | Knowledge: Students demonstrate their understanding of learning theory in their microteaching and practicum. |
7B |
Knowledge, Assessed, Primary Placement: Students plan instruction using contextual considerations that bridge curriculum and student experiences in the planning for their 'assigned virtual class' for their unit plan. (See EDU 351 unit plan) | Knowledge: Students plan instruction using contextual considerations that bridge curriculum and student experiences in their microteaching and the specifics of their practicum assignment. |
7C |
Knowledge, Assessed, Primary Placement: Students plan instruction that accommodates individual student learning styles and performance modes and implement this in their unit plan. (See EDU 351 unit plan) | Knowledge: Students plan instruction that accommodates individual student learning styles and performance modes and implement this in their microteaching lessons. |
7D |
Knowledge, Assessed, Primary Placement: Students generate short-range and long-range plans that are linked to student needs and performance in the unit plan and year plan. (See EDU 351 learning tasks: Unit plan; Year Plan). | Knowledge: Students generate short-range plans that are linked to student needs and performance and apply these concepts in their microteaching and practicum lessons. |
7E |
Knowledge, Assessed, Primary Placement: Students plan lessons that accommodate individual learning styles and performance modes for their unit. (See EDU 351 unit plan) | Knowledge: Students plan lessons that accommodate individual learning styles and performance modes for their unit and micro teaching lessons. |
7F |
Knowledge, Assessed, Primary Placement: Students design activities that operate at multiple levels to meet the developmental and individual needs . (See EDU 351 unit plan) | Knowledge: Students design activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress in their micro teaching and practicum lesson plans |
7G |
Knowledge, Assessed, Primary Placement: Students design activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress in their unit plan. (See EDU 351 unit plan) | Knowledge, Assessed: Students design activities that operate at multiple levels to meet the developmental and individual needs of students and to help all progress in their microteaching lessons and practicum |
7H |
Knowledge: Students evaluate early plans in relation to short-range and long-range goals and systematically adjust plans in subsequent drafts to meet the needs of their virtual students in their unit plan lessons. | Knowledge, Assessed, Primary Placement: Students evaluate plans in relation to short-range and long-range goals and systematically adjust plans to meet student needs. They describe this adjustment in their reflection following their microteaching lessons, their practicum and their management lesson. |
| EIGHT | EDU 351 |
EDU 368 |
8A |
Knowledge, Assessed, Primary Placement: Students design lessons for their unit plan based on standards. (See EDU 351 unit plan) | |
8B |
Knowledge, Assessed: Students develop a variety of assessments based on characteristics, uses, advantages and limitations of different types of assessments for their unit plan, (See EDU 351 unit plan) | |
8C |
Knowledge, Assessed: Students develop a variety of assessments for their unit plan that demonstrate their understand the purpose of and differences between assessment and evaluation (See EDU 351 unit plan). | |
8E |
Knowledge, Assessed, Primary Placement: Students select, construct and use assessment strategies, instruments and technology appropriate to the learning outcomes being evaluated as demonstrated for their unit plan (See EDU 351 unit plan) | Knowledge: Students select, construct and use assessment strategies, instruments and technology appropriate to the learning outcomes being evaluated as demonstrated through the various micro teaching lessons and in their practicum experience. |
8F |
Knowledge: Students develop assessments that will identify student strengths and promote student growth in their unit plans | Knowledge: Students use assessments to identify student strengths and promote student growth during microteaching and practicum. |
8G |
Knowledge, Assessed, Primary Placement: Students design appropriate formal and informal assessment techniques for their questioning skills task, unit plan. (See EDU 351 learning tasks: Questioning task and Unit Plan) | Knowledge: Students design appropriate formal and informal assessment techniques for their microteaching lessons and the practicum. |
8H |
Assessed: Students develop assessment in order to use data and information from the virtual classroom to prepare for modifying teaching and learning in the Unit Plan | |
8I |
Knowledge, Assessed, Primary Placement: Students implement self-assessment activities /self reviews and reflections of their unit plans to help them identify their own strengths and needs and to encourage them to set personal goals for learning; | Knowledge: Develop assessments / self review and reflections for microteaching to help students identify their own strengths. |
8J |
Knowledge, Assessed, Primary Placement: 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 in each subsequent microteaching lesson. All lessons build on the knowledge gained in the previous interaction with 'students'. | |
8K |
Knowledge, Assessed, Primary Placement: Students will monitor teaching strategies and behaviors in relation to student success and modify plans and instructional approaches to achieve student goals in subsequent lessons during microteaching and practicum. | |
8L |
Knowledge, Assessed: Students will establish and maintain student records of work and performance during their practicum experience. | |
8M |
Knowledge: Students discuss parent involvement and conduct role plays to utilize effective communication with parents, guardians and colleagues. |
NINE |
EDU 351 |
EDU 368 |
9B |
Knowledge, Assessed, Primary Placement: Students engage in self assessment and problem solving in responding to the feedback on their unit plan through multiple drafts and edits. | Knowledge: Students problem solve and self assess during their microteaching lessons to improve for each subsequent lesson. |
9C |
Knowledge, Assessed, Primary Placement: Students demonstrate their understanding of the influences of the teacher's behavior on student growth and learning in discussions and planning for their unit plans. | Knowledge, Assessed: Students will discuss the influences of the teacher's behavior on student growth and learning and comment on this in their reflections following their microteaching and practicum. (See personal reflection forms) |
9D |
Knowledge, Assessed, Primary Placement: Students will gain knowledge of research on teaching through class discussion, readings (Marzano, text) and web readings and implement this in their unit plan. | |
9E |
Knowledge, Assessed, Primary Placement: Students demonstrate understanding the role of reflection and self-assessment on continual learning through their own reflations on the drafts of their unit plan and their reflection on their communication plan efforts. | Knowledge, Assessed, Primary Placement: 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 in their peer feedback and self reflections. (See EDU 368 Task #1 Personal reflection form; Peer review of microteaching form, Microteaching Team evaluation form and rubric for course. |
9F |
Knowledge, Assessed, Primary Placement: Students demonstrate their understanding of the value of critical thinking and self-directed learning during their reflections following their self review of their unit plans and questioning activity. | Knowledge, Assessed, Primary Placement: Students demonstrate their understanding of the value of critical thinking and self-directed learning during their reflections following their micro-teaching and practicum teaching |
9G |
Knowledge: Students engage in peer review and feedback in response to their drafts of their unit plan and their passion paper. | |
9H |
Knowledge: Students will discuss ways to gather information to inform their teaching. | Knowledge, Assessed: Students will use classroom observation of their peer's microteaching as well as observation in their practicum placement, to reflect on and revisit their practice. (Class discussions a well as reflections will identify classroom observations - see feedback forms for EDU 368 Tasks). |
9I |
Knowledge: Students use professional literature , colleagues and other resources to support development as both a student and a teacher as demonstrated in the development of their lesson plans. ( See Class calendar and resources; EDU 351 Unit plan resources requirement. | |
9J |
Knowledge, Assessed: Students work with professional colleagues during their practicum to enhance their effectiveness | |
9L |
Knowledge: Students discuss their responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose and contributions of educational organizations during 'open topic' class sessions. |
TEN |
EDU 351 |
EDU 368 |
10A |
Knowledge: Class discussion of NCLB and school organization. (see topics on course calendar) | |
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 during conversations about their virtual students and the book, Because of the Kids. | |
10F |
Knowledge: Class discussion of NCLB data practices and testing and data. (see topics on course calendar) | |
10G |
Knowledge, Assessed. Primary Placement: Students will use classroom observation of their peer's microteaching as well as observation in their practicum placement, to reflect on and revisit their practice. (Class discussions a well as reflections will identify this classroom - see feedback forms for EDU 368 Tasks). | |
10J |
Knowledge, Assessed, Primary Placement: Students are required to incorporate community resources or service learning into their unit plan. (See learning task: Unit plan) |