The teacher understands learning processes and factors that impact student
learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.
The beginning teacher:
· Understands the role of learning theory in the
instructional process and uses instructional strategies and appropriate technologies to facilitate student learning (e.g.,
connecting new information and ideas to prior knowledge, making learning meaningful and relevant to students).
· Understands that young children think concretely and rely primarily on motor and sensory input and
direct experience for development of skills and knowledge, and uses this understanding to plan effective, developmentally
appropriate learning experiences and assessments.
· Recognizes how various characteristics of students in early childhood through grade 4 (e.g., attention
span, need for physical activity and movement) impact teaching and learning.
· Teaches, models, and monitors organizational skills at an age-appropriate level (e.g., establishing
regular places for classroom toys and materials, sorting blocks by shape and size during cleanup).
· Stimulates reflection, critical thinking, and inquiry among students in early childhood through grade
4 (e.g., provides opportunities to manipulate materials and to test ideas and hypotheses, provides repetition for increased
conceptual understanding, supports the concept of play as a valid vehicle for learning).
· Analyzes ways in which teacher behaviors (e.g., teacher expectations, student grouping practices, teacher-student
interactions) impact student learning, and plans instruction and assessment that minimize the effects of negative factors
and enhance all students learning.
· Analyzes ways in which factors in the home and community (e.g., parent expectations, availability of
community resources, community problems) impact student learning, and plans instruction and assessment with awareness of social
and cultural factors to enhance all students learning.
· Understands the importance of self-directed learning and plans instruction and assessment that promote
students motivation and their sense of ownership of and responsibility for their own learning.
· Analyzes ways in which various teacher roles (e.g., facilitator, lecturer) and student roles (e.g.,
active learner, observer, group participant) impact student learning.
· Incorporates students different approaches to learning (e.g., auditory, visual, tactile, kinesthetic)
into instructional practices.
This competency is met is several ways,
students are given the opportunity to assess what they know at the beginning of my unit plan so that they can identify what
they still need to learn to solve their problem. As we learned in our Bransford
readings this is called bridging, I used the What we know/Need to Know/Ideas Chart to help students with this technique. This
unit aims to stimulate critical thinking, students are asked a question and then they are asked to identify what they know
on how to solve that question, the lessons and activities guide the students in their research to come to a conclusion whether
or not Orcas are in danger. The teacher in this unit is a coach, students take
responsibility for their own learning, students identify specifically what they need to know about this community problem
and conduct guided research to solve the problem on their own using a variety of approaches to learning (See Group Activity
and Role). You will find links to evidence supporting this competency for examples
in this unit plan, please click below for specific assignments supporting this competency.
Click the links below for evidence of this competency:
Used to assess beginning individual knowledge:
Used for bridging: What we Know/Need to Know/Ideas Chart
Multiple learning strategies: Group Activity and Role Assignments