Minnesota Board of Teaching
Updated: May 29, 2012
Minnesota Board of Teaching (BOT) Standards of Effective Practice and EDU 371: Science Methods and Materials. This course addresses the following Minnesota Board of Standards of Effective Practice for Teachers (BOTs). For a list of all BOTs and Indicators, click here.
Standard 1: Subject Matter. A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students. Teacher candidates will illustrate evidence for this standard through exploration of central concepts in life science (including dinosaurs, citizen science topics in birds, water or insects) and force and motion with Inquiry projects using a concept map software (Inspiration) and the Microsoft Powerpoint and Word
Standard 2: Student Learning. A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. Preservice teachers will illustrate evidence for this standard as they learn methods of inquiry, are challenged to identify their own science misconceptions, and have opportunities to learn and reflect on their own learning individually and as a contributing member of a cooperative group.
| 2A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; |
Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing.(K) |
| 2B. understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions; |
Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 2 D. use a student's strengths as a basis for growth, and a student's errors as opportunities for learning; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 2E. assess both individual and group performance and design developmentally appropriate instruction that meets the student's current needs in the cognitive, social, emotional, moral, and physical domains | Readings and journal reflections for: Assessment techniques for cooperative learning; Assessment in Science using NSTA's Science and Children and review of Snowman, J., & McCown, R. & Biehler, R. Psychology Applied to Teaching text chapters on psychosocial development, cognitive and moral development, social cognitive theory, metacognition and informational processing theory. (K) |
| 2F. link new ideas to familiar ideas; make connections to a student's experiences; provide opportunities for active engagement, manipulation, and testing of ideas and materials; and encourage students to assume responsibility for shaping their learning tasks; and | Informational and Investigative Inquiry in class projects; Readings and journal reflections for:Teaching Science for Social by Angela Calabrese Barton. (K) |
| 2G. use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking. | Teacher candidates and instructor co-construct goals for the science methods ( EDU 371) at the beginning of the semester; Processing of course readings using Science notebook responses and reflections; Dialog with Michele feature of the science notebooks; response cards, exit cards. (K) |
| 2H. demonstrate knowledge and understanding of concepts related to technology and student learning. | Use of Inspiration software in planning for Investigative and Informational inquiry; Powerpoint software used in presentation of Study of Teaching. (K) |
Standard 3: Diverse Learners. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. Teacher candidates will illustrate evidence for this standard as they explore opportunities to increase all students' learning through their reading and reflection of methods of inclusion of all students; develop strategies and accommodations in their own lesson planning that meet the needs of the diverse group of students in their practicum classrooms, and reflection and discourse on issues of race and gender that contribute to performance of elementary and middle school students in science classrooms.
| 3B. Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents; | Reading: A Practical Guide for Teaching Science to Students with Special Needs in Inclusive Settings (K) |
| 3C. Know about the process of second language acquisition and about strategies to support the learning of students whose first language is not English; | Watson, S. M. R. & Houtz, L. E. (2002). Teaching Science: Meeting the Needs of Culturally and Linguistically Diverse Students. Intervention in School and Clinic, 37 (5), p. 267-278. (K) |
| 3D. Understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| 3E. Understand how a student’s learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188. (K) |
| 3 I. understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| 3K. K. identify and design instruction appropriate to a student's stages of development, learning styles, strengths, and needs; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
Standard 4: Instructional Strategies. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. Teacher candidates will illustrate evidence for this standard through multiple opportunities to plan and teach lessons that use research based instructional methodologies in inquiry and the nature of science including reflections on the rationale for the use of their selected instructional strategies for their students in practicum.
| 4A. Understand Minnesota’s graduation standards and how to implement them; | EDU 385 Model Lesson plan; Practicum science lesson plans 1, 2 and 3 (K). |
| 4B. Understand the cognitive processes associated with various kinds of learning and how these processes can be stimulated; | Cognitive clarity Discussion from What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing. (K) |
| 4C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies; | Course readings: Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing;
Cunningham, P. M. & Allington, R. (2002). Classrooms That Work: They Can All Read and Write, 3rd Edition. Chapter 7: Science and social studies matter to struggling reader. Allyn & Bacon. (K) |
| 4D. Enhance learning through the use of a wide variety of materials and human and technological resources; | FOSS Kits, Informational and investigative inquiry; citizen science research in the classrooms; Inspiration software; technological resources of the National Science Teachers Association. (K) |
| 4E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities; | Science Practicum lesson plans 1, 2 and 3; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing; Generic Questions for Higher Levels of Thinking (AIMS) (K). |
| 4F. Demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs; | After teaching notes as part of the science lesson plans 1, 2, & 3; exit cards and Study of Teaching products (K). |
| 4G. 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 and that help students assume responsibility for identifying and using learning resources; | Science Practicum lesson plans 1, 2 and 3; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing. (K) |
| 4H. 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 and that help students assume responsibility for identifying and using learning resources; | Science Practicum lesson plans 1, 2 and 3; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing. (K) |
| 4I. Monitor and adjust strategies in response to learner feedback. | Conclusion of Science Practicum lesson plans; teacher candidate after teaching notes. Study of Teaching products.(K) |
| 4J. Vary the instructional process to address the content and purposes of instruction and the needs of students; | Practicum science lesson plans. Reflections and journaling on course readings: Teaching Science for Social Justice by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-551; and Study of Teaching products. (K) |
| 4K. Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and present varied perspectives to encourage critical thinking; and | Practicum science lesson plans. Reflections and journaling on course readings: Teaching Science for Social Justice by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-551; and Study of Teaching products. (K) |
| 4L. Use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning. | Use of Inspiration software in planning for Investigative and Informational inquiry; Powerpoint software used in presentation of Study of Teaching Use of SMART Board in peer teaching. (K) |
Standard 5: Learning Environment. A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. Evidence for this standard is found in EDU 385: Teaching and Learning Curriculum because the multiple opportunities to reflect on the advantages and challenges of learning environments are found in their elementary classrooms in practicum.
Standard 6: Communication. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. Teacher candidates will illustrate evidence for this standard through multiple opportunities to communicate through verbal, written and electronic formats.
| B. understand how cultural and gender differences can affect communication in the classroom; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K). |
| C. understand the importance of nonverbal as well as verbal communication; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| D. know effective verbal, nonverbal, and media communication techniques; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| G. foster sensitive communication by and among all students in the class; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| H. use effective communication strategies in conveying ideas and information and in asking questions; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| I. support and expand learner expression in speaking, writing, and other media; | Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556.(K) |
| K. use a variety of media and educational technology to enrich learning opportunities. | Use of Inspiration software in planning for Investigative and Informational inquiry; Powerpoint software used in presentation of Study of Teaching Use of SMART Board in peer and practicum teaching. (K) |
Standard 7: Planning Instruction. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Teacher candidates will illustrate evidence for this standard with multiple opportunities to plan instruction with their practicum partner for their students in their elementary practicum classrooms.
| 7A. understand learning theory, subject matter, curriculum development, and student development and know how to use this knowledge in planning instruction to meet curriculum goals; |
Readings and reflections in class and in science notebook: Snowman, J., & McCown, R. & Biehler, R. Psychology Applied to Teaching text chapters on psychosocial development, cognitive and moral development, social cognitive theory, metacognition and informational processing theory. Discussion from What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing and Cunningham, P. M. & Allington, R. (2002). Classrooms That Work: They Can All Read and Write, 3rd Edition. Chapter 7: Science and social studies matter to struggling reader. Allyn & Bacon. Practicum science lessons 1, 2, 3(K) |
| 7B. plan instruction using contextual considerations that bridge curriculum and student experiences; |
Readings and reflections in class and in science notebook: Snowman, J., & McCown, R. & Biehler, R. Psychology Applied to Teaching text chapters on psychosocial development, cognitive and moral development, social cognitive theory, metacognition and informational processing theory. Discussion from What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing and Cunningham, P. M. & Allington, R. (2002). Classrooms That Work: They Can All Read and Write, 3rd Edition. Chapter 7: Science and social studies matter to struggling reader. Allyn & Bacon. Practicum science lessons 1, 2, 3(K) |
| 7C. plan instructional programs that accommodate individual student learning styles and performance modes; | Readings and reflections in class and in science notebook: Snowman, J., & McCown, R. & Biehler, R. Psychology Applied to Teaching text chapters on psychosocial development, cognitive and moral development, social cognitive theory, metacognition and informational processing theory. Discussion from What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing and Cunningham, P. M. & Allington, R. (2002). Classrooms That Work: They Can All Read and Write, 3rd Edition. Chapter 7: Science and social studies matter to struggling reader. Allyn & Bacon. Practicum science lessons 1, 2, 3(K) |
| 7G. implement learning experiences that are appropriate for curriculum goals, relevant to learners, and based on principles of effective instruction including activating student prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, and building new skills on those previously acquired; and | Readings and reflections in class and in science notebook: Snowman, J., & McCown, R. & Biehler, R. Psychology Applied to Teaching text chapters on psychosocial development, cognitive and moral development, social cognitive theory, metacognition and informational processing theory. Discussion from What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Within. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing and Cunningham, P. M. & Allington, R. (2002). Classrooms That Work: They Can All Read and Write, 3rd Edition. Chapter 7: Science and social studies matter to struggling reader. Allyn & Bacon. Practicum science lessons 1, 2, 3(K) |
Standard 8: Assessment. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student. Teacher candidates will illustrate evidence for this standard through a portfolio that illustrates their assessment of student learning in their practicum classroom.
| 8B. understand the characteristics, uses, advantages, and limitations of different types of assessments including criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work; | Readings and journal reflections for: Assessment techniques for cooperative learning; Assessment in Science using NSTA's Science and Children and Study of Teaching Products.(K) |
| 8F. use assessment to identify student strengths and promote student growth and to maximize student access to learning opportunities; | Readings and journal reflections for: Assessment techniques for cooperative learning; Assessment in Science using NSTA's Science and Children and Study of Teaching Products.(K) |
| 8G. use varied and appropriate formal and informal assessment techniques including observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests; | Readings and journal reflections for: Assessment techniques for cooperative learning; Assessment in Science using NSTA's Science and Children and Study of Teaching Products.(K) |
| 8H. use assessment data and other information about student experiences, learning behaviors, needs, and progress to increase knowledge of students, evaluate student progress and performance, and modify teaching and learning strategies; | Readings and journal reflections for: Assessment techniques for cooperative learning; Assessment in Science using NSTA's Science and Children and Study of Teaching Products.(K) |
Standard 9: Professional Development. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. Teacher candidates will illustrate evidence for this standard through conversations through a research study of their own teaching.
| 9B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9C. understand the influences of the teacher's behavior on student growth and learning; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9D. know major areas of research on teaching and of resources available for professional development; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9E. understand the role of reflection and self-assessment on continual learning; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9F. understand the value of critical thinking and self-directed learning; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9G. understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9H. use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
| 9I. use professional literature, colleagues, and other resources to support development as both a student and a teacher; | Knowledge and assessment of this indicator is accomplished through Study of Teaching research project (K & A). |
Standard 10: Collaboration, Ethics, and Relationships. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. Teacher candidates will illustrate evidence of collaboration in their practicum partnered-teaching placement.
| 10C. understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect; |
Three focal students in science/math practicum lessons. Readings and journal reflections for: Teaching Science for Social by Angela Calabrese Barton; Stockall, N., & Gartin, B. (2002). The nature of inclusion in a blue ribbon school: a revelatory case. Exceptionality, 10 (3), 171-188; Montis, K. (2000). Language Development and Concept Flexibility in Dyscalculia: A case study. Journal for Research in Mathematics Education, 31 (5), p. 541-556. (K) |
| 10G. collaborate with other professionals to improve the overall learning environment for students; | Co-teaching in practicum with practicum partner teacher candidate; Accomplished through Study of Teaching research project. (K) |