·
of the student
(a) how differences arising from cultural
heritage, language, family, gender, community and other factors shape
experience and impact on learning
(b) how to recognize strengths and weaknesses
of students
(c) how teaching is shaped by what is known
about human development and learning
(d) that teaching students with
exceptionalities requires the use of specialized knowledge and skills
·
of the curriculum
(a) the subject matter
(b) how knowledge in their subject area is
created, linked to other subjects and applied to life experiences
(c) the curriculum relevant to their
subject(s)
(d) ways to connect curriculum expectations to
curriculum resources and technologies
·
of the teaching practice
(a) make knowledge and skills accessible to
others
(b) shape instruction so that it is helpful to
students who learn in a variety of ways
(c) motivate students
(d) establish and modify instructional
settings
(e) manage time for instruction
(f) establish classroom management strategies
that support learning and respect the dignity of students
(g) collaborate and structure interaction
among students to ensure that shared learning, as well as individual learning,
occurs
(h) assess and evaluate student learning,
student approaches to learning, and the achievement of curriculum expectations
(i) communicate and collaborate with parents
and others involved in the education of students
·
of the learning environment
(a) change
(b) the factors in a diverse and changing society that impact on learning(c) provincial legislation, local policies and procedures, and community norms that guide the decisions they make