| Students |
 |
|
The effective teacher needs a firm understanding of the social, physical, emotional and cognitive factors that support learning at any age as well as the unique characteristics of learning associated at different stages. The effective teacher uses this understanding to observe his/her learners, assess their strengths and weaknesses and plan instruction appropriately.
The Kidwatching Report I submitted for Session 4 reflects my strengthened observation skills and understanding of influences of cognitive development and social context on learning. The Stories in History webquest is a project that evidences learning of many competencies. See the INTRODUCTION page for entry into the webquest. The LEARNERS Page of the web-based unit study demonstrates my understanding of the needs of various kinds of learners and my ability to adapt instruction to provide for diverse cognitive, developmental, cultural and language needs. The language style I chose for the Student Introduction and PROCESS Activity 1.1 demonstrates my ability to apply awareness of how to set a task that will hook a variety of students to engage in learning. |
| Standard I- The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. |
 |
| The beginning teacher knows and understands:
1.1k the intellectual, social, physical, and emotional developmental characteristics of students in different age groups; 1.2k the implications of students� developmental characteristics for planning appropriate instruction; 1.3k characteristics and instructional needs of students with varied backgrounds, skills, interests, and learning needs; 1.4k different approaches to learning that students may exhibit and what motivates students to become active, engaged learners; 1.5k cultural and socioeconomic differences and the significance of these differences for instructional planning; and 1.6k appropriate strategies for instructing English language learners. |
| The beginning teacher is able to:
1.1s plan lessons that reflect an understanding of students� developmental characteristics and needs; 1.2s adapt lessons to address students� varied backgrounds, skills, interests, and learning needs, including the needs of English language learners; 1.3s use effective approaches to address varied student learning needs and preferences; 1.4s plan instruction that motivates students to want to learn and achieve; and 1.5s acknowledge and respect cultural and socioeconomic differences among students when planning instruction. |
|
|
| Reflection and Evidence |
|