BOT Standards
Updated (6.03.12)
Minnesota Board of Teaching (BOT) Standards of Effective Practice and EDU 373: Math Methods and Materials
BOT Standards: 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. Preservice teachers will illustrate evidence for this standard through exploration of central concepts of rational numbers.
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. Teacher candidates will illustrate evidence for this standard as they learn methods that promote understanding in mathematics using multiple representations of the Lesh model.
| 2A. understand how students internalize knowledge, acquire skills, and develop thinking behaviors, and know how to use instructional strategies that promote student learning; |
Readings, journal reflections and classroom discussions for About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). Math Lesson Plans 1, 2 and 3. (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, journal reflections and classroom discussions for: Math: An American Phobia by Marilyn Burns; 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, journal reflections and classroom discussions: Teaching Science for Social Justice by Angela Calabrese Barton and Math: An American Phobia by Marilyn Burns; 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, journal reflections and classroom discussions: Assessment techniques for cooperative learning; Assessment in Mathematics using NCTM''s Teaching Children Mathematics 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 | Readings, journal reflections and classroom discussions of About Teaching Mathematics: A K-8 Resource by Marilyn Burns Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic) and Part 4 (Mathematical Discussions. (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 math methods ( EDU 373) at the beginning of the semester; Processing of course readings using Science/ Math notebook responses and reflections; Dialog with Michele feature of the science and math notebooks; response cards, exit cards. Math Readings, journal reflections and discussions for: Math: An American Phobia by Marilyn Burns. (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 student learning through discussion of accommodations appropriate for various learners and issues of gender equity and social justice in teaching mathematics.
| 3B. Know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents; | Readings, journal reflections and classroom discussions of Planning Instruction for Special Needs and Mathematics Instruction in Diverse Classrooms and 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; | Readings, journal reflections and classroom discussions of: Ten Strategies for Helping English Language Learners (NCTM) and 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, journal reflections and classroom discussions 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, journal reflections and classroom discussions 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) |
| 3I. Understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success; | Readings, journal reflections and classroom discussions of: 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. Identify and design instruction appropriate to a student’s stages of development, learning styles, strengths, and needs; | Readings, journal reflections and classroom discussions 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 the teaching of mathematics.
| 4A. Understand Minnesota’s graduation standards and how to implement them; | EDU 385 Model Lesson plan; Practicum math 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; | Readings, journal reflections and classroom discussions for: Cognitive clarity found in What We Know about How to Teach Phonics; Inquire Within; Llewellyn, D. (2007). Inquire Withi. Chapter 2: What is inquiry and Chapter 10: Questioning skills in inquiry. Corwin Publishing. About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues). (K) |
| 4C. Understand principles and techniques, along with advantages and limitations, associated with various instructional strategies; | Readings, journal reflections and classroom discussions: 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; | Models and manipulatives in teaching the concepts of math (fraction circles, place value & counters); Virtual Manipulatives, equivalent fractions via Internet; decimal place value. Citizen science research in the classrooms; Inspiration software; technological resources of the National Council of Teachers of Mathematics. (K) |
| 4E. Nurture the development of student critical thinking, independent problem solving, and performance capabilities; | Math 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). Readings, journal reflections and classroom discussions of About Teaching Mathematics: A K-8 Resource by Marilyn Burns Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic) and Part 4 (Mathematical Discussions). (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 math lesson plans 1, 2, & 3; exit cards and Study of Teaching product (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; | Math Practicum lesson plans 1, 2 and 3;Readings, journal reflections and classroom discussions of About Teaching Mathematics: A K-8 Resource by Marilyn Burns Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic) and Part 4 (Mathematical Discussions). (K).
(K) |
| 4H. Use multiple teaching and learning strategies to engage student s 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; | Math 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 Math 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 math 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. Teacher candidates will illustrate evidence for this standard through multiple opportunities to plan and teach lessons that use research based instructional methodologies in the teaching of mathematics and are found in EDU 385: Teaching and Learning Curriculum because of the multiple opportunities to reflect on the advantages and challenges of learning environments are found in their elementary classrooms in practicum.
| 5B. understand how social groups function and influence people, and how people influence groups; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5C. know how to create learning environments that contribute to the self-esteem of all persons and to positive interpersonal relations; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5D. know how to help people work productively and cooperatively with each other in complex social settings; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5E. understand the principles of effective classroom management and use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5H. establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5I. establish peer relationships to promote learning; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5J. recognize the relationship of intrinsic motivation to student lifelong growth and learning; | Alfie Kohn articles and Cognitive clarity found in What We Know about How to Teach Phonics. |
| 5K. use different motivational strategies that are likely to encourage continuous development of individual learner abilities; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5L. 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; | Readings, journal reflections and classroom discussions for: An Overview of Cooperative Learning and The Nature of Inclusion in a Blue Ribbon School: A Revelatory Case (K) |
| 5M engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning; | Mini lessons from Marilyn Burns' About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). Math Lesson Plans 1, 2 and 3. (K) |
| 5N. organize, allocate, and manage the resources of time, space, activities, and attention to provide active engagement of all students in productive tasks; | Mini lessons from Marilyn Burns' About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). Math Lesson Plans 1, 2 and 3. (K) |
| 5O. maximize the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals; | Mini lessons from Marilyn Burns' About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). Math Lesson Plans 1, 2 and 3. (K) |
| 5P. develop expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, inquiry, and learning; | Practicum math lesson plans 1, 2 and 3. Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| 5R. organize, prepare students for, and monitor independent and group work that allows for full, varied, and effective participation of all individuals | Practicum math lesson plans 1, 2 and 3. Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
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, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| C. understand the importance of nonverbal as well as verbal communication; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| D. know effective verbal, nonverbal, and media communication techniques; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| G. foster sensitive communication by and among all students in the class; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| H. use effective communication strategies in conveying ideas and information and in asking questions; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| I. support and expand learner expression in speaking, writing, and other media; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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) |
| K. use a variety of media communication tools, including audiovisual aids and computers, including 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 through multiple opportunities to plan instruction with peers and 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, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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 math lessons 1, 2, 3 (K) |
| 7B. plan instruction using contextual considerations that bridge curriculum and student experiences; |
Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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 math lessons 1, 2, 3 (K) |
| 7C. plan instructional programs that accommodate individual student learning styles and performance modes; | Readings, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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 math 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, journal reflections and classroom discussions of: About Teaching Mathematics: A K-8 Resource by Marilyn Burns: Part 1 (Raising the Issues), Part 2 (Instructional Activities for the Content Standards); Part 3 (Teaching Arithmetic); and Part 4 (Mathematical Discussions). 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 math 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 NCTM's Teaching Children Mathematics 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 NCTM's Teaching Children Mathematics 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 NCTM's Teaching Children Mathematics 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 NCTM's Teaching Children Mathematics 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 with supervisors from Gustavus Adolphus College and practicum cooperating teachers after teaching lessons in practicum and through continued professional conversations regarding mathematics education and mathematics Education research.
| 9B. understand methods of inquiry, self-assessment, and problem-solving strategies for use in professional self-assessment; | Accomplished through Study of Teaching research project.(K and A) |
| 9E. understand the role of reflection and self-assessment on continual learning; | Accomplished through Study of Teaching research project. (K and A) |
| 9I. use professional literature, colleagues, and other resources to support development as both a student and a teacher; | Accomplished through Study of Teaching research project.(K and A) |
| 9J. collaboratively 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; | Accomplished through Study of Teaching research project.(K and 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) |