| Course Standards |
| This PBL Unit Plan meets the incorporates the following Educator Standards: Standard 1: 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 early childhood through grade 4 1.4k different approaches to learning that students may exhibit and what motivates students to become active, engaged learners; The beginning teacher is able to: 1.1s plan lessons that reflect an understanding of students� developmental; 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; 1.24s use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives; 1.26s design assessments, where appropriate, that reflect real-world applications of knowledge and understanding; 1.27s promote students� use of self-monitoring and self-assessment; Standard 3: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. The beginning teacher knows and understands: 3.5k criteria for selecting appropriate instructional activities and assignments for students with varied characteristics and needs; The beginning teacher is able to: 3.8s create activities and assignments that are appropriate for students and that actively engage them in the learning process; 3.9s select and use instructional materials, resources, and technologies that are suitable for instructional goals and that engage students cognitively; 3.10s represent content effectively and in ways that link with students� prior knowledge and experience; 3.11s use flexible grouping to promote productive student interactions and enhance learning; 3.13s engage students intellectually by teaching meaningful content in ways that promote all students� active and invested participation in the learning process; 3.16s promote students� ability to use feedback to guide and enhance their learning; 3.17s base feedback on high expectations for student learning. |