USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.Performance: 8(a) The teacher uses appropriate strategies and
resources to adapt instruction to the needs of
individuals and groups of learners.
Performance: 8(b) The teacher continuously monitors student learning,
engages learners in assessing their progress, and adjusts
instruction in response to student learning needs.
Performance: 8(c) The teacher collaborates with learners to design
and implement relevant learning experiences, identify
their strengths, and access family and community
resources to develop their areas of interest.
Performance: 8(d) The teacher varies his/her role in the instructional
process (e.g., instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and
the needs of learners.
Performance: 8(e) The teacher provides multiple models and
representations of concepts and skills with opportunities
for learners to demonstrate their knowledge through a
variety of products and performances.
Performance: 8(f) The teacher engages all learners in developing higher
order questioning skills and metacognitive processes.
Performance: 8(g) The teacher engages learners in using a range of
learning skills and technology tools to access, interpret,
evaluate, and apply information.
Performance: 8(h) The teacher uses a variety of instructional strategies
to support and expand learners’ communication through
speaking, listening, reading, writing, and other modes.
Performance: 8(i) The teacher asks questions to stimulate discussion
that serves different purposes (e.g., probing for learner
understanding, helping learners articulate their ideas
and thinking processes, stimulating curiosity, and
helping learners to question).
Essential Knowledge: 8(j) The teacher understands the cognitive processes
associated with various kinds of learning (e.g., critical
and creative thinking, problem framing and problem
solving, invention, memorization and recall) and how
these processes can be stimulated.
Essential Knowledge: 8(k) The teacher knows how to apply a range of
developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
Essential Knowledge: 8(l) The teacher knows when and how to use
appropriate strategies to differentiate instruction
and engage all learners in complex thinking and
meaningful tasks.
Essential Knowledge: 8(m) The teacher understands how multiple forms
of communication (oral, written, nonverbal, digital,
visual) convey ideas, foster self expression, and
build relationships.
Essential Knowledge: 8(n) The teacher knows how to use a wide variety of
resources, including human and technological, to
engage students in learning.
Essential Knowledge: 8(o) The teacher understands how content and
skill development can be supported by media and
technology and knows how to evaluate these resources
for quality, accuracy, and effectiveness.
Critical Disposition: 8(p) The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.
Critical Disposition: 8(q) The teacher values the variety of ways people
communicate and encourages learners to develop and
use multiple forms of communication.
Critical Disposition: 8(r) The teacher is committed to exploring how the use
of new and emerging technologies can support and
promote student learning.
Critical Disposition: 8(s) The teacher values flexibility and reciprocity in the
teaching process as necessary for adapting instruction
to learner responses, ideas, and needs.
Author:
Michele Brewer
Last modified:
6/16/2014 2:04 PM (EST)
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