2.
Student Learning
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Knowledge
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Artifact(s) |
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The teacher understands how learning occurs--how students
construct knowledge, acquire skills, and develop habits of mind--and knows
how to use instructional strategies that promote student learning. |
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The teacher understands that students' physical, social,
emotional, moral and cognitive development influence learning and knows how
to address these factors when making instructional decisions. |
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The teacher is aware of expected developmental
progressions and ranges of individual variation within each domain (physical,
social, emotional, moral and cognitive), can identify levels of readiness in
learning, and understands how development in any one domain may affect
performance in others. |
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Dispositions
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Artifact(s) |
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The teacher appreciates individual variation within each
area of development, shows respect for the diverse talents of all learners,
and is committed to help them develop self-confidence and competence. |
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The teacher is disposed to use students' strengths as a
basis for growth, and their errors as and opportunity for learning. |
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Performances
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Artifact(s) |
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The teacher assesses individual and group performance in
order to design instruction that meets learners' current needs in each domain
(cognitive, social, emotional, moral, and physical) and that leads to the
next level of development. |
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The teacher stimulates student reflection on prior
knowledge and links new ideas to already familiar ideas, making connections
to students' experiences, providing opportunities for active engagement,
manipulation, and testing of ideas and materials, and encouraging students to
assume responsibility for shaping their learning tasks. |
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The teacher accesses students' thinking and experiences as
a basis for instructional activities by, for example, encouraging discussion,
listening and responding to group interaction, and eliciting samples of
student thinking orally and in writing. |
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