MAPPING GUIDE FOR ELEMENTARY EDUCATION
Teachers of Middle Childhood
IPSB DEVELOPMENTAL STANDARD 1 - Development: The middle childhood generalist understands that the developmental changes that occur in children aged 7-12 are more radical than those for any other age group.
EDFA200 / EDCI205 / EDCI270 / EDCI285 / EDPS235 / EDCI261 / EDPS265 / EDPS235265R / EDPS235265F / H&S320 / PE322 / EDCI311 / EDCI361 / EDCI362 / EDCI363 / EDCI364 / EDCI365 / EDPS430 / EDCI466 / EDCI496 / Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Performances
1. Creates and modifies learning opportunities and environments that are respectful of individual and group development and are based on research and reflective practice. / X / X / X / X / X / X / X / X / X / X / X / X / 235/265F - TEACHER ASSESSMENT, CLASS DISCUSSIONS, STUDENT DEBRIEFING
265 - TEACHER ASSESSMENT, CLASS DISCUSSIONS, STUDENT DEBRIEFING
430 – CLASSROOM MANAGEMENT PLAN
322 – BLOCK PLANS
363 – LESSON PLANS, WEEKLY TUTORING SESSIONS
285 – CLASS DISCUSSIONS, SIMULATIONS, INDIVIDUAL AND GROUP PROJECTS
364 – STUDENTS PLAN, TEACH, AND REFLECT ON TWO PROBLEM SOLVING LESSONS AND ONE MATH-SCIENCE UNIT. ARTIFACTS INCLUDE LESSON PLANS AND WRITTEN REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
362 – UNIT, FRAMEWORK PAPER – PARTS I & III, PLAN, TEACH, & REFLECTION LESSON PLANS, REFLECTION JOURNAL
466 – UNIT, ACTIVITIES FOR FIELD CLASS
496 – LESSONS, UNITS, CBP
365 – PREPARATION OF LESSON PLANS ALLOW EDCI 365 STUDENTS THE OPPORTUNITY TO
CREATE AND MODIFY LEARNING ENVIRONMENTS. AFTER DELIVERING INSTRUCTION, EDCI 365 STUDENTS REFLECT ON THAT INSTRUCTION AND TIE IT TO READINGS & RESEARCH FROM SCIENCE EDUCATION
2. Uses multiple assessments to support the development of each child. / X / X / X / X / X / X / X / X / X / X / X / X / 235 - ON-DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS),
CLASS DISCUSSION
235265R – READINGS, CLASS DISCUSSION, GUEST SPEAKERS,
265 - READINGS, DISCUSSIONS, GUEST SPEAKERS
322 – WRITTEN TEST, ASSESSMENT ASSIGNMENT
430 – CLASSROOM MANAGEMENT PLAN
466 – CREATES ASSESSMENTS FOR UNIT AND FOR FIELD CLASS
363 – ADMINISTERS MULTIPLE ASSESSMETNS & PLANS INSTRUCTION BASED ON RESULTS, WEEKLY TUTORING SESSIONS, WRITERS INITIAL ASSESSMENT REPORT, RESPONDS TO ASSESSMENT MODULES VIA E-MAIL
364 – “PROFILE OF A LEARNER” PAPER, “THINKING LIKE A TEACHER”, REFLECTIONS ON THEIR OWN TEACHING & STUDENTS LEARNING
361 - BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
362 – UNIT (ASSESSMENT PARTS) IRI ASSESSMENT, FRAMEWORK PAPE, PART III, LESSON PLAN
365 – NOT ADDRESSED
496 – LESSONS, UNITS
3. Establishes learning goals which motivate students to achieve. / X / X / X / X / X / X / X / X / X / X / 235 -ON-DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS)
265 – READINGS
466 – UNIT AND LESSONS
270 - DISCUSSIONS, READINGS, AND EXAM QUESTIONS DEAL WITH DEVELOPING GOALS AND OBJECTIVES THAT INCLUDE MOTIVATIONAL CONSIDERATIONS OF STUDENTS.
363 – WRITES INITIAL ASSESSMENT REPORT WHICH CONTAINS SECTIONS ON LEARNING GOALS FOR LITERACY TUTORING SESSIONS
364 – LESSON & UNIT PLANS AND REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
362 – LESSON PLANS, UNIT, FRAMEWORK PAPER, PART III
496 – UNITS, LESSONS
365 – THROUGH THE PREPARATION OF LESSON PLANS, EDCI 365 STUDENTS SET GOALS FOR STUDENTS TO SUCCEED
4. Models self-control and positive social interaction and is proactive in promoting the same in the learning environment. / X / X / X / X / X / X / X / X / X / X / 235 – TIP?
265 - READINGS
265J - TEACHER ASSESSMENT
235/265F – TEACHER ASSESSMENT
430 - ROLE PLAYS, CASE STUDIES, CMP
363 – WEEKLY TUTORING SESSIONS
285 – CLASS DISCUSSIONS, SIMULATIONS, INDIVIDUAL AND GROUP PROJECTS, FIELD AND CULTURAL EXPERIENCES
361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, CLASSROOM PARTICIPATION
362 – T.I.P.
496 – CBP, VIDEO ANALYSIS
365 – THROUGH SMALL GROUP AND WHOLE CLASS INSTRUCTION, EDCI 365 STUDENTS
INTERACT WITH CHILDREN AND SET CLASSROOM MANAGEMENT PARAMETERS FOR THE CHILDREN THE INSTRUCT
EDFA200 / EDCI205 / EDCI270 / EDCI285 / EDPS235 / EDCI261 / EDPS265 / EDPS235265R / EDPS235265F / H&S320 / PE322 / EDCI311 / EDCI361 / EDCI362 / EDCI363 / EDCI364 / EDCI365 / EDPS430 / EDCI466 / EDCI496 / Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Knowledge
1. Recognizes that language and social development and the formation of basic values and self-esteem during middle childhood lay the foundation for successful adolescence and adulthood. / X / X / X / X / 235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS)
265 - READINGS, CLASS DISCUSSIONS
361 – REFLECTIVE PAPER
365 – NOT ADDRESSED
2. Knows that children aged 7-12 are maturing in their ability to think concretely, symbolically, and abstractly. / X / X / X / X / X / X / X / X / 265 – READINGS
235 - PAPER, PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), APPLICATION, PAPER
235265R – READINGS, DISCUSSIONS
363 – CLASSROOM OBSERVATIONS, PROFILE OF A LEARNER PAPER, WEEKLY TUTORING
SESSIONS, VIDEOS, COURSE READINGS
364 – PROFILE OF A LEARNER PAPER
362 – FRAMEWORK PAPER, PART III, LESSON PLANS, UNIT, TIP???
496 – LESSONS, UNITS, REFLECTIONS, CBP
365 – NOT ADDRESSED
3. Realizes that children aged 7-12 are eager to learn and can begin to make inferences, to explore topics deeply, and to establish informed points of view. / X / X / X / X / X / X / X / X / X / 235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), CLASS DISCUSSIONS
235265R - CLASS DISCUSSION
363 – CLASSROOM OBSERVATIONS, PROFILE OF A LEARNER PAPER, WEEKLY TUTORING
SESSIONS, VIDEOS, COURSE READINGS
311 – Reading and correlating various pieces of literature across topics in formal papers
466 – THEORIES OF LEARNING TO SUPPORT INTEGRATED CURRICULUM
364 – LESSON & UNIT PLANS AND REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
362- TIP ???
496 – LESSONS, UNITS, CBP
365 – THROUGH THE PREPARATION OF SMALL GROUP AND WHOLE CLASS LESSON PLANS,
EDCI 365 STUDENTS PLAN AGE APPROPRIATE INSTRUCTION THAT FOLLOWS AN INQUIRY MODEL OF INSTRUCTION WHERE STUDENTS ASK QUESTIONS, GATHER, AND INTERPRET DATA.
4. Understands that although children aged 7-12 are willing to conform to adult expectations, they are increasingly influenced by their growing interest in peer approval. / X / X / X / X / X / X / X / X / X / X / 235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), CLASS DISCUSSION
265 - READINGS, DISCUSSIONS
235265R – CLASS DISCUSSIONS
320 – LECTURE, CD, MA
363 - CLASSROOM OBSERVATIONS, PROFILE OF A LEARNER PAPER, WEEKLY TUTORING
SESSIONS, VIDEOS
285 – PROJECT ON ETHNIC IDENTITY DEVELOPMENT
311 – READ AND CRITIQUE ADOLESCENT LITERATURE
362 – TIP ???
496 – CBP, REFLECTIONS
365 – NOT ADDRESSED
5. Recognizes that while there are commonalities among children, each child is unique and requires developmentally appropriate learning opportunities. / X / X / X / X / X / X / X / X / X / 235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), PAPER, CLASS DISCUSSION
265 - READING, LECTURES, MINI ASSIGNMENTS, GUEST SPEAKERS
265J - TEACHER ASSESSMENTS
235265R/F – LECTURES, GUEST SPEAKERS, TEACHER ASSESSMENTS, CLASS DISCUSSIONS
363 – CLASSROOM OBSERVATIONS, PROFILE OF A LEARNER PAPER, INITIAL ASSESSMENT REPORT, FINAL REPORT OF TUTORING, WEEKLY LESSON PLANS FOR TUTORING
364 – PROFILE OF A LEARNER PAPER, LESSON & UNIT PLANS AND REFLECTIONS
362 – UNIT, LESSON PLANS, FRAMEWORK PAPER - PART III, WRITING WORKSHOP, LITERATURE CIRCLES (?)
466 – SUPPORT FOR INDIVIDUAL INQUIRY
365 – NOT ADDRESSED
6. Knows how to use developmentally appropriate assessments to gather and apply qualitative and quantitative data about individual children to assist them in their development. / X / X / X / X / X / X / X / X / X / 235265R - PAPER, CLASS DISCUSSION
235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), PAPER, CLASS DISCUSSION
430 – CLASSROOM MANAGEMENT PLAN
363 – ADMINISTERS & INTERPRETS LITERACY ASSESSMENTS, WRITES ASSESSMENT REPORT, COMPLETES COMPUTER MODULES ON LITERACY ASSESSMENTS, COURSE READINGSX
364 – PROFILE OF A LEARNER PAPER, LESSON & UNIT PLANS AND REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
466 - ASSESSMENTS
362 – UNIT, LESSON PLANS, FRAMEWORK PAPER - PART III, IRI ASSESSMENT, WRITING
WORKSHOP
365 – EDCI 365 STUDENTS PREPARE ASSESSMENTS IN CONJUNCTION WITH LESSON PLANS THAT ARE AGE APPROPRIATE RUBRICS ARE PREPARED & APPLIED TO EVALUATE CHILDREN’S WORK.
EDFA200 / EDCI205 / EDCI270 / EDCI285 / EDPS235 / EDCI261 / EDPS265 / EDPS235265R / EDPS235265F / H&S320 / PE322 / EDCI311 / EDCI361 / EDCI362 / EDCI363 / EDCI364 / EDCI365 / EDPS430 / EDCI466 / EDCI496 / Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Dispositions
1. Appreciates independent thinking in children. / X / X / X / X / X / X / X / X / X / 265 - READINGS, GUEST SPEAKERS, VIDEO
265J – TEACHER ASSESSMENT
235265R/F - CLASS DISCUSSIONS, TEACHER ASSESSMENT, READINGS, GUEST SPEAKERS, VIDEO
430 – CLASSROOM MANAGEMENT PLAN
363 – WEEKLY TUTORING SESSIONS
466 – STUDENT INQUIRY AT HEAR OF CURRICULUM
364 – PROFILE OF A LEARNER, WRITTEN REFLECTION PAPERS, IN CLASS DISCUSSIONS
362 – LITERACTURE CIRCLES, WRITING WORKSHOP, REFLECTION JOURNAL, T.I.P.
365 – NOT ADDRESSED
2. Appreciates group dynamics as they affect the 7-12 age group. / X / X / X / X / X / X / X / X / X / X / X / 265 – READINGS, DISCUSSIONS
235265R/F – READINGS, DISCUSSIONS, TEACHER ASSESSMENT
265J - TEACHER ASSESSMENT
430 – CLASSROOM MANAGEMENT PLAN
363 – CLASSROOM DESCRIPTION PAPER, PROFILE OF A LEARNER PAPER, WEEKLY TUTORING SESSIONS
466 – GROUP DYNAMICS IN INQUIRY CURRICULUM
205 – EVIDENCE COMES FROM EDUCATIONAL PHILOSOPHY PAPER WHERE THEY DISCUSS WHAT AGE THEY WANT TO TEACH AND WHY, JOURNALS DESCRIBE INTERACTIONS THEY HAVE HAD WITH MIDDLE SCHOOL STUDENTS
285 – FIELD AND CULTURAL EXPERIENCES AND REVIEW OF TEACHER NARRATIVES
364 – LESSON AND UNIT PLANS & REFLECTIONS
362 – T.I.P., LESSON PLANS TEACHING, REFLECTION ?
365 – LESSON PLANS ARE PREPARED BY EDCI 365 STUDENTS THAT INCORPORATE ELEMENTS OF COOPERATIVE AND COOPERATIVE LEARNING.
3. Responds positively to diversity among children and appreciates this diversity as an asset within the classroom. / X / X / X / X / X / X / X / X / X / X / X / X / X / X / 235265R/F - PAPER ON INCLUSIVE CLASSROOM, DISCUSSIONS, GUIEST SPEAKERS, TEACHER ASSESSMENT
265J – TEACHER ASSESSMENT
466 – MULTIPLE VIEWPOINTS & MULTICULTURALISM IN UNIT EXAMPLES & THEMES
200 - PAPERS
235 - ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), DISCUSSION, PAPER ON INCLUSIVE CLASSROOM
265 – DISCUSSIONS, MINI ASSIGNMENTS, GUEST SPEAKERS
430 – CLASSROOM MANAGEMENT PLAN
363 – WEEKLY TUTORING SESSIONS
205 – EVIDENCE COMES FROM EDUCATIONAL PHILOSOPHY PAPER – DIVERSITY AMONG CHILDREN IS ONE OF THEIR KEY AREAS OF RESPONSE; EVIDENCE COMES FROM TEACHER INTERVIEW PAPER – CONCLUSION SUMMARIZED HOW THE STUDENT WILL OR WILL NOT IMPLEMENT HIS/HER MENTOR’S DISPOSITION
285 – MAJOR ASSIGNMENTS IN COURSE (E.G. KEY CONEPTS ESSAY, CULTURAL SELF
ANALYSIS)
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
362 – T.I.P., REFLECTION JOURNAL ?
365 – MULTICULTURAL AND GENDER RELATED ASSIGNMENTS SENSITIZE EDCI 365 STUDENTS TO INSTRUCTIONAL ISSUES IN SCIENCE EDUCATION, EVIDENCE – WWW ASSIGNMENT -
4. Is committed to supporting children in their development and continuous progress (intellectual, physical, emotional, social, aesthetic, and ethical). / X / X / X / X / X / X / X / X / X / X / X / X / 265J - TEACHER ASSESSMENT
235265R/F – READINGS, DISCUSSIONS, TEACHER ASSESSMENT
265 – READINGS, DISCUSSIONS
320 – LECTURE, CD, WA, MA, PPT
466 – ALL ASSIGNMENTS
430 – CLASSROOM MANAGEMENT PLAN
363 – WEEKLY TUTORING SESSIONS
285 – MAJOR ASSIGNEMENTS IN COURSE (E.G. KEY CONCEPTS ESSAY, CULTURAL SELF
ANALYSIS)
364 – LESSON & UNIT PLANS AND REFLECTIONS
361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2
362 – UNIT, FRAMEWROK PAPER PART III & PART I ?
365 – NOT ADDRESSED
5. Values the use of multiple assessments as a means to help support children aged 7-12 in their development. / X / X / X / X / X / X / X / X / X / X / 235265R – VIDEO, READINGS, PAPER & PENCIL TESTS
235 - ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS)
265 – VIDEO, READINGS
270 - MAJOR PROJECT DEALS WITH ASSESSMENT OF STUDENTS GIVEN VARIOUS LEARNING SITUATIONS.
430 – CLASSROOM MANAGEMENT PLAN
363 – ADMINISTERS MULTIPLE LITERACY ASSESSMENTS & USES RESULTS AS BASIS FOR PLANNING & TEACHING DURING WEEKLY TUTORING SESSIONS, COMPUTER MODULES ON ASSESSMENT, WRITES INITIAL ASSESSMENT REPORT
364 – INTERVIEW – ORAL ASSESSMENT, ASSESSMENT OF STUDENTS’ WRITTEN PRODUCTS (DRAWINGS, ETC.)
362 – UNIT (ASSESSMENT PARTS), FRAMEWORK PAPER – PART III, LESSON PLANS, IRI ASSESSMENTS
365 – NOT ADDRESSED
466 – CREATES MULTIPLE ASSESSMENTS
MAPPING GUIDE FOR ELEMENTARY EDUCATION
Teachers of Middle Childhood
IPSB DEVELOPMENTAL STANDARD 2 - Curriculum: The middle childhood generalist creates, modifies, and implements integrated, meaningful curricula appropriate for children aged 7-12.
EDFA200 / EDCI205 / EDCI270 / EDCI285 / EDPS235 / EDCI261 / EDPS265 / EDPS235265R / EDPS235265F / H&S320 / PE322 / EDCI311 / EDCI361 / EDCI362 / EDCI363 / EDCI364 / EDCI365 / EDPS430 / EDCI466 / EDCI496 / Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Performances
1. Communicates meaningful purpose for the curriculum plan. / X / X / X / X / X / X / 363 – LESSON PLANS FOR TUTORING, WRITES INITIAL ASSESSMENT REPORTS THAT INCLUDE TEACHING GOALS
466 – UNIT RATIONAL & LESSONS
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – BLOCK III THEMATIC UNIT – STEP 1, PROFICIENCY GUIDE ACTIVITY, “GOOD” CITIZEN
ESSAY, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS
362 – UNIT (RATINALE, & PART 4), LESSON PLANS
365 – LESSON PLANS ALLOW STUDENTS TO COMMUNICATE THE PURPOSE OF THEIR
INSTRUCTION.
2. Demonstrates enthusiasm for the curriculum and engages children in active learning experiences. / X / X / X / X / X / X / X / X / 265J - TEACHER ASSESSMENT
235265F – TEACHER ASSESSMENT
320 - FE
363 – WEEKLY TUTORING SESSIONS
364 – LESSON & UNIT PLANS & REFLECTIONS
361 – BLOCK III THEMATIC UNIT, THEORY INTO PRACTICE (TIP) INTEGRATED SOCIAL STUDIES LESSONS, INQUIRY LESSON ACTIVITY
362 – TIP EXPERIENCE, LESSON PLANS, TEACHING, REFLECTING, REFLECTION JOURNALS
365 – LESSON PLANS AND INSTRUCTION PROMOTE INQUIRY-BASED INSTRUCTION
3. Encourages students to understand, question, and interpret ideas from diverse perspectives. / X / X / X / X / X / X / X / X / X / 265J - TEACHER ASSESSMENT
235265F – TEACHER ASSESSMENT
200 – PAPERS
466 –TIP ACTIVITIES
363 – WEEKLY TUTORING SESSIONS
285 – MULTICULTURAL TEACHING GUIDE/WEBSITE
364 – LESSON & UNIT PLANS & REFLECTIONS
362 – TIP EXPERIENCE, UNIT, LESSON PLANS, TEACHING, REFLECTING, LITERATURE CIRCLES
365 – NOT ADDRESSED
4. Pursues ongoing professional development opportunities that will impact student learning. / X / X / X / 311 - MEMBERSHIP IN TELL (TEACHERS ENCOURAGING A LOVE FOR LITERATURE
362 – REFLECTION JOURNAL, LESSON PLANS, TEACHING, REFLECTING, TIP EXPERIENCE, UNIT
365 – STUDENTS HAVE THE OPPORTUNITY TO ATTEND AN OPRTIONAL PROJECT WILD
WORKSHOP
5. Demonstrates the ability to collaborate and reflect with colleagues and others. / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / 200 - PAPERS
235265R – READINGS, DISCUSSIONS, GUEST SPEAKERS
265 - READINGS, DISCUSSIONS, GUEST SPEAKERS, MINI ASSIGNMENTS
235 -TIP?, CLASS DISCUSSION
466 – GROUP PROJECT, FIELD TEACHER INTERACTIONS
430 – CMP
320 - FE
363 – SUBMITS WRITTEN REFLECTIONS TO SUPERVISOR FOLLOWING EACH TUTORING SESSIONS
205 – JOURNALS DEMONSTRATE ABILITY TO COLLABORATE WITH TEACHERS AND COLLEAGUES
285 – SIMULATIONS, GOURP PROJECTS, AND CLASS DISCUSSIONS
311 – SMALL GROUP WORK
364 – PROBLEM-SOLVING LESSON, INTERVIEWS – ANALYZING OF STUDENT THINKING, PLANNING OF TUTORIALISM, IN CLASS PRESENTATIONS, ANALYSIS OF VIDEOTAPE EPISODES
361 – MENTOR TEACHER ASSESSMENTS OF TIP ROTATION 1 AND ROTATION 2, CURRENT EVENTS PRESENTATION, MINI-UNIT PRESENTATION, BLOCK III THEMATIC UNIT
362 – UNIT, LESSON PLANS, TEACHING, REFLECTING, LITERATURE CIRCLES, T.I.P.
365 – ALL INSTRUCTION DELIVERED DURING EDCI 365 IS DONE IN TEAMS WHERE PLANNING AND REFLECTION IS DONE WITH PEERS AND COLLEAGUES
EDFA200 / EDCI205 / EDCI270 / EDCI285 / EDPS235 / EDCI261 / EDPS265 / EDPS235265R / EDPS235265F / H&S320 / PE322 / EDCI311 / EDCI361 / EDCI362 / EDCI363 / EDCI364 / EDCI365 / EDPS430 / EDCI466 / EDCI496 / Evidence that Elementary Teacher Education Students can Meet the Standards/Performances (i.e., Classroom Performance, Live, Video [e.g., Microteaching, student teaching, early field experience]; Lesson Artifacts [e.g., Lesson/unit planning, handouts]; Paper/Pencil Tests of Knowledge [e.g., Praxis II, End of course teacher tests]; On-Demand Tasks [Simulations, case studies, problem-based scenarios]; Interviews of Candidate [e.g., debriefing, admission]; Testimonials [e.g., candidates, students, peers, cooperating teacher]; Products Reflecting Learning of Candidates’ Students [e.g., student artifacts]; Other Assessment [e.g., special projects], etc.)
Knowledge
1. Has a strong knowledge base in the subject areas that comprise the middle childhood curriculum. / X / X / X / X / X / X / X / 363 – COURSE READINGS, VIDEOS, COMPUTER MODULES
311 – READ AND ANALYZE A VARIETY OF MATERIALS WRITTEN FOR CHILDREN
322 – WRITTEN TEST, BLOCK PLAN, FINAL PROJECT
364 – THIS PERFORMACE IS ONE I HAVE QUESTIONS ABOUT. DO WE ASSESS IT OR DOES THE
MATH DEPARTMENT?
361 – REFLECTION PAPE, TIP INTEGRATED SOCIAL STUDIES LESSONS, BLOCK III THEMATIC UNIT, LITERATURE CIRCLES ACTIVITY
362 – FRAMEWROK PAPER – PARTS 1&3, UNIT, LESSON PLANS
365 – NOT ADDRESSED
2. Understands that the variation among any group of children is normal and respects this diversity in how he/she approaches the curriculum. / X / X / X / X / X / X / X / X / X / X / X / 235265R/F - APPLICATION, PAPER, READINGS, DISCUSSIONS, MINI ASSIGNMENTS, TEACHER ASSESSMENT
265J – TEACHER ASSESSMENT
235 - PAPER & PENCIL TESTS, ON DEMAND TASKS (CASE STUDIES, PROBLEM BASED SCENARIOS, SIMULATIONS), APPLICATION PAPER
265 – READINGS, DISCUSSIONS, MINI ASSIGNMENTS
363 – WEEKLY TUTORING SESSIONS, COURSE READINGS, VIDEOS
205 – EDUCATIONAL PHILOSOPHY PAPER ADDRESSES THIS AND DEMONSTRATES AWARENESS OF THIS
285 – MAJOR ASSIGNMENTS IN COURSE (E.G. KEY CONCEPTS ESSAY, CULTURAL SELF ANALYSIS) AND FIELD AND CULTURAL EXPERIENCES
364 – LESSON AND UNIT PLANS & REFLECTIONS
361 – TIP INTEGRATED SOCIAL STUDIES LESSONS, BLOCK III THEMATIC UNIT
362 – FRAMEWORK PAPER – PART 1&3, UNIT – STEP 4, LESSON PLANS, TEACHING, REFLECTING, REFLECTION JOURNAL
365 – NOT ADDRESSED
3. Knows a wide variety of approaches to curriculum design, implementation, and assessment. / X / X / X / X / X / X / 322 – WRITTEN TEST
363 – INITIAL ASSESSMENT REPORTS, FINAL REPORTS OF TUTORING, WEEKLY TUTORING SESSIONS
361 – BLOCK III THEMATIC UNIT, TIP INTEGRATED SOCIAL STUDIES LESSONS, REFLECTION
PAPER
466 – CURRICULUM RATIONALE EXAM
362 – FRAMEWORK PAPER – PART 3, UNIT, TEACHER INTERVIEWS, WRITERS WORKSHOP