7.
Planning Instruction
The teacher plans instruction based upon knowledge for subject matter, students, the community, and curriculum goals.
Knowledge
|
|
Artifact(s) |
|
The teacher understands learning theory, subject matter,
curriculum development, and student development and knows how to use this
knowledge in planning instruction to meet curriculum goals. |
|
|
The teacher knows how to take contextual considerations
(instructional materials, individual student interests, needs, and aptitudes,
and community resources) into account in planning instruction that creates an
effective bridge between curriculum goals and students' experiences. |
|
|
The teacher knows when and how to adjust plans based on
student responses and other contingencies. |
|
Dispositions
|
|
Artifact(s) |
|
The teacher values both long term and short term planning. |
|
|
The teacher believes that plans must always be open to
adjustment and revision based on student needs and changing circumstances. |
|
|
The teacher values planning as a collegial activity. |
|
Performances
|
|
Artifact(s) |
|
As an individual and a member of a team, the teacher
selects and creates learning experiences that are appropriate for curriculum
goals, relevant to learners, and based upon principles of effective instruction
(e.g. that activate students' prior knowledge, anticipate preconceptions,
encourage exploration and problem-solving, and build new skills on those
previously acquired). |
|
|
The teacher plans for learning opportunities that
recognize and address variation in learning styles and performance modes. |
|
|
The teacher creates lessons and activities that operate at
multiple levels to meet the developmental and individual needs of diverse
learners and help each progress. |
|
|
The teacher creates short-range and long-term plans that
are linked to student needs and performance, and adapts the plans to ensure
and capitalize on student progress and motivation. |
|