4.
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage studentsŐ development of critical thinking, problem solving, and performance skills.
Knowledge
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Artifact(s) |
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The teacher understands the cognitive processes associated
with various kinds of learning (e.g. critical and creative thinking, problem
structuring and problem solving, invention, memorization and recall) and how
these processes can be stimulated. |
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The teacher understands principles and techniques, along
with advantages and limitations, associated with various instructional
strategies (e.g. cooperative learning, direct instruction, discovery
learning, whole group discussion, independent study, interdisciplinary
instruction). |
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The teacher knows how to enhance learning through the use
of a wide variety of materials as well as human and technological resources
(e.g. computers, audio-visual technologies, videotapes and discs, local
experts, primary documents and artifacts, texts, reference books, literature,
and other print resources). |
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Dispositions
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Artifact(s) |
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The teacher values the development of students' critical
thinking, independent problem solving, and performance capabilities. |
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The teacher values flexibility and reciprocity in the
teaching process as necessary for adapting instruction to student responses,
ideas, and needs. |
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Performances
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Artifact(s) |
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The teacher carefully evaluates how to achieve learning
goals, choosing alternative teaching strategies and materials to achieve
different instructional purposes and to meet student needs (e.g.
developmental stages, prior knowledge, learning styles, and interests). |
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The teacher uses 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 student assume responsibility for identifying and using learning
resources. |
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The teacher constantly monitors and adjusts strategies in
response to learner feedback. |
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The teacher varies his or her role in the instructional
process (e.g. instructor, facilitator, coach, audience) in relation to the
content and purposes of instruction and the needs of students. |
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The teacher develops a variety of clear, accurate presentations
and representations of concepts, using alternative explanations to assist
students' understanding and presenting diverse perspectives to encourage
critical thinking. |
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