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In this section I have attached unit and lesson plans that I have created throughout my educational studies.
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Anne of Green Gables Lesson Plan 4
I added this lesson plan because it reach lots of multiple intelligences. Students can benefit from this lesson because the activities will motivate them to learn more about Lucy Maud Montegomery.
USA- A Framework for TeachingDomain: 1 Planning and PreparationComponent: 1a Demonstrating Knowledge of Content and Pedagogy
Component: 1b Demonstrating Knowledge of Students
Component: 1c Selecting Instructional Goals
Component: 1d Demonstrating Knowledge of Resources
Component: 1e Designing Coherent Instruction
Domain: 2 The Classroom EnvironmentComponent: 2a Creating an Environment of Respect and Rapport
Component: 2b Establishing a Culture for Learning
Domain: 3 InstructionComponent: 3a Communicating Clearly and Accurately
Component: 3b Using Questioning and Discussion Techniques
Component: 3c Engaging Students in Learning
Domain: 4 Professional ResponsibilitiesComponent: 4b Maintaining Accurate Records
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #1: Learner Development.
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.Performance: 1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction
to meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Performance: 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Essential Knowledge: 1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows
how to use instructional strategies that promote
student learning.
Critical Disposition: 1(h) The teacher respects learners’ differing strengths
and needs and is committed to using this information to
further each learner’s development.
Standard: Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.Performance: 2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
Performance: 2(c) The teacher designs instruction to build on learners’
prior knowledge and experiences, allowing learners to
accelerate as they demonstrate their understandings.
Essential Knowledge: 2(h) The teacher understands students with exceptional
needs, including those associated with disabilities
and giftedness, and knows how to use strategies and
resources to address these needs.
Standard: Standard #6: Assessment.
The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and
to guide the teacher’s and learner’s decision making.Performance: 6(a) The teacher balances the use of formative and
summative assessment as appropriate to support, verify,
and document learning.
Performance: 6(f) The teacher models and structures processes that
guide learners in examining their own thinking and
learning as well as the performance of others.
Essential Knowledge: 6(j) The teacher understands the differences between
formative and summative applications of assessment
and knows how and when to use each.
Essential Knowledge: 6(k) The teacher understands the range of types and
multiple purposes of assessment and how to design,
adapt, or select appropriate assessments to address
specific learning goals and individual differences, and to
minimize sources of bias.
Critical Disposition: 6(r) The teacher takes responsibility for aligning
instruction and assessment with learning goals.
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(b) The teacher continuously monitors student learning,
engages learners in assessing their progress, and adjusts
instruction in response to student learning needs.
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.
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.
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Anne of Green Gables Lesson Plan 5
I added this lesson plan because it uses a wide variety of effective teaching strategies to maintain student interest and to promote student learning.
USA- A Framework for TeachingDomain: 1 Planning and PreparationComponent: 1a Demonstrating Knowledge of Content and Pedagogy
Component: 1b Demonstrating Knowledge of Students
Component: 1c Selecting Instructional Goals
Component: 1d Demonstrating Knowledge of Resources
Component: 1e Designing Coherent Instruction
Domain: 2 The Classroom EnvironmentComponent: 2c Managing Classroom Procedures
Component: 2d Managing Student Behavior
Component: 2e Organizing Physical Space
Domain: 3 InstructionComponent: 3a Communicating Clearly and Accurately
Component: 3c Engaging Students in Learning
Domain: 4 Professional ResponsibilitiesComponent: 4b Maintaining Accurate Records
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #1: Learner Development.
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.Performance: 1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction
to meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Performance: 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Essential Knowledge: 1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows
how to use instructional strategies that promote
student learning.
Critical Disposition: 1(j) The teacher takes responsibility for promoting
learners’ growth and development.
Standard: Standard #3: Learning Environments.
The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social
interaction, active engagement in learning, and self motivation.Performance: 3(d) The teacher manages the learning environment to
actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time,
space, and learners’ attention.
Performance: 3(e) The teacher uses a variety of methods to engage
learners in evaluating the learning environment and
collaborates with learners to make appropriate adjustments.
Critical Disposition: 3(r) The teacher is a thoughtful and responsive listener
and observer.
Performance: 3(h) The teacher intentionally builds learner
capacity to collaborate in face-to-face and virtual
environments through applying effective interpersonal
communication skills.
Standard: Standard #4: Content Knowledge.
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of the content.Performance: 4(a) The teacher effectively uses multiple
representations and explanations that capture key
ideas in the discipline, guide learners through learning
progressions, and promote each learner’s achievement
of content standards.
Performance: 4(b) The teacher engages students in learning
experiences in the discipline(s) that encourage learners
to understand, question, and analyze ideas from diverse
perspectives so that they master the content.
Performance: 4(c) The teacher engages learners in applying methods of
inquiry and standards of evidence used in the discipline.
Performance: 4(d) The teacher stimulates learner reflection on prior
content knowledge, links new concepts to familiar
concepts, and makes connections to
learners’ experiences.
Essential Knowledge: 4(n) The teacher has a deep knowledge of student
content standards and learning progressions in the
discipline(s) s/he teaches.
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(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(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.
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.
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Anne of Green Gables Lesson Plan 6
I added this lesson plan because it uses a wide variety of effective teaching strategies to maintain student interest and reach lots of multiple intelligences.
USA- A Framework for TeachingDomain: 1 Planning and PreparationComponent: 1a Demonstrating Knowledge of Content and Pedagogy
Component: 1b Demonstrating Knowledge of Students
Component: 1d Demonstrating Knowledge of Resources
Component: 1e Designing Coherent Instruction
Domain: 2 The Classroom EnvironmentComponent: 2e Organizing Physical Space
Domain: 3 InstructionComponent: 3a Communicating Clearly and Accurately
Component: 3b Using Questioning and Discussion Techniques
Component: 3c Engaging Students in Learning
Component: 3e Demonstrating Flexibility and Responsiveness
Domain: 4 Professional ResponsibilitiesComponent: 4b Maintaining Accurate Records
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #1: Learner Development.
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.Performance: 1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction
to meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Performance: 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Essential Knowledge: 1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows
how to use instructional strategies that promote
student learning.
Essential Knowledge: 1(e) The teacher understands that each learner’s
cognitive, linguistic, social, emotional, and physical
development influences learning and knows how to
make instructional decisions that build on learners’
strengths and needs.
Critical Disposition: 1(h) The teacher respects learners’ differing strengths
and needs and is committed to using this information to
further each learner’s development.
Standard: Standard #6: Assessment.
The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and
to guide the teacher’s and learner’s decision making.Performance: 6(a) The teacher balances the use of formative and
summative assessment as appropriate to support, verify,
and document learning.
Performance: 6(b) The teacher designs assessments that match learning
objectives with assessment methods and minimizes
sources of bias that can distort assessment results.
Performance: 6(e) The teacher engages learners in multiple ways
of demonstrating knowledge and skill as part of the
assessment process.
Essential Knowledge: 6(j) The teacher understands the differences between
formative and summative applications of assessment
and knows how and when to use each.
Critical Disposition: 6(r) The teacher takes responsibility for aligning
instruction and assessment with learning goals.
Standard: Standard #7: Planning for Instruction.
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.Performance: 7(a) The teacher individually and collaboratively selects
and creates learning experiences that are appropriate
for curriculum goals and content standards, and are
relevant to learners.
Performance: 7(b) The teacher plans how to achieve each student’s
learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate
instruction for individuals and groups of learners.
Critical Disposition: 7(p) The teacher takes professional responsibility to use
short- and long-term planning as a means of assuring
student learning.
Performance: 7(d) The teacher plans for instruction based on
formative and summative assessment data, prior learner
knowledge, and learner interest.
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.
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.
Critical Disposition: 8(q) The teacher values the variety of ways people
communicate and encourages learners to develop and
use multiple forms of communication.
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Art lesson plan
This lesson plan was added because of how well it was integrated with Social Studies.
USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #1: Learner Development.
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.Performance: 1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction
to meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Essential Knowledge: 1(d) The teacher understands how learning occurs--
how learners construct knowledge, acquire skills, and
develop disciplined thinking processes--and knows
how to use instructional strategies that promote
student learning.
Essential Knowledge: 1(e) The teacher understands that each learner’s
cognitive, linguistic, social, emotional, and physical
development influences learning and knows how to
make instructional decisions that build on learners’
strengths and needs.
Essential Knowledge: 1(f) The teacher identifies readiness for learning, and
understands how development in any one area may
affect performance in others.
Critical Disposition: 1(j) The teacher takes responsibility for promoting
learners’ growth and development.
Standard: Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.Performance: 2(a) The teacher designs, adapts, and delivers
instruction to address each student’s diverse learning
strengths and needs and creates opportunities for
students to demonstrate their learning in different ways.
Performance: 2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
Performance: 2(c) The teacher designs instruction to build on learners’
prior knowledge and experiences, allowing learners to
accelerate as they demonstrate their understandings.
Performance: 2(d) The teacher brings multiple perspectives to the
discussion of content, including attention to learners’
personal, family, and community experiences and
cultural norms.
Essential Knowledge: 2(j) The teacher understands that learners bring assets
for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social
group interactions, as well as language, culture, family,
and community values.
Essential Knowledge: 2(k) The teacher knows how to access information about
the values of diverse cultures and communities and
how to incorporate learners’ experiences, cultures, and
community resources into instruction.
Critical Disposition: 2(l) The teacher believes that all learners can achieve at
high levels and persists in helping each learner reach
his/her full potential.
Critical Disposition: 2(m) The teacher respects learners as individuals with
differing personal and family backgrounds and various
skills, abilities, perspectives, talents, and interests.
USA- Praxis III: Domains of Teaching (2011)Domain: DOMAIN 1.
Planning and PreparationStandard: a. Demonstrating Knowledge of Content and Pedagogy
Indicator: Knowledge of content and the structure of the
discipline
Indicator: Knowledge of content-related pedagogy
Domain: DOMAIN 3.
Instruction
Standard: c. Engaging Students in Learning
Indicator: Activities and assignments
Indicator: Grouping of students
Indicator: Instructional materials and resources
Indicator: Structure and pacing
Standard: e. Demonstrating Flexibility and Responsiveness
Indicator: Lesson adjustment
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Lucy Maud Montgomery Unit Plan
This Unit Plan was added because it manages to address all the components of Balanced Literacy.
USA- A Framework for TeachingDomain: 1 Planning and PreparationComponent: 1a Demonstrating Knowledge of Content and Pedagogy
Component: 1b Demonstrating Knowledge of Students
Component: 1c Selecting Instructional Goals
Component: 1d Demonstrating Knowledge of Resources
Component: 1e Designing Coherent Instruction
Domain: 2 The Classroom EnvironmentComponent: 2b Establishing a Culture for Learning
Component: 2c Managing Classroom Procedures
Component: 2d Managing Student Behavior
Component: 2e Organizing Physical Space
Domain: 3 InstructionComponent: 3a Communicating Clearly and Accurately
Component: 3b Using Questioning and Discussion Techniques
Component: 3c Engaging Students in Learning
Component: 3d Providing Feedback to Students
Domain: 4 Professional ResponsibilitiesComponent: 4a Reflecting on Teaching
Component: 4b Maintaining Accurate Records
Component: 4f Showing Professionalism
USA- InTASC Model Core Teaching Standards (2011)Standard: Standard #1: Learner Development.
The teacher understands how children learn and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.Performance: 1(a) The teacher regularly assesses individual and group
performance in order to design and modify instruction
to meet learners’ needs in each area of development
(cognitive, linguistic, social, emotional, and physical)
and scaffolds the next level of development.
Performance: 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners’
strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Essential Knowledge: 1(e) The teacher understands that each learner’s
cognitive, linguistic, social, emotional, and physical
development influences learning and knows how to
make instructional decisions that build on learners’
strengths and needs.
Essential Knowledge: 1(f) The teacher identifies readiness for learning, and
understands how development in any one area may
affect performance in others.
Essential Knowledge: 1(g) The teacher understands the role of language and
culture in learning and knows how to modify instruction
to make language comprehensible and instruction
relevant, accessible, and challenging.
Critical Disposition: 1(h) The teacher respects learners’ differing strengths
and needs and is committed to using this information to
further each learner’s development.
Critical Disposition: 1(i) The teacher is committed to using learners’
strengths as a basis for growth, and their
misconceptions as opportunities for learning.
Standard: Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse
cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.Performance: 2(b) The teacher makes appropriate and timely
provisions (e.g., pacing for individual rates of growth,
task demands, communication, assessment, and
response modes) for individual students with particular
learning differences or needs.
Performance: 2(e) The teacher incorporates tools of language
development into planning and instruction, including
strategies for making content accessible to English
language learners and for evaluating and supporting
their development of English proficiency.
Essential Knowledge: 2(g) The teacher understands and identifies differences
in approaches to learning and performance and knows
how to design instruction that uses each learner’s
strengths to promote growth.
Essential Knowledge: 2(h) The teacher understands students with exceptional
needs, including those associated with disabilities
and giftedness, and knows how to use strategies and
resources to address these needs.
Standard: Standard #3: Learning Environments.
The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social
interaction, active engagement in learning, and self motivation.Performance: 3(d) The teacher manages the learning environment to
actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time,
space, and learners’ attention.
Performance: 3(e) The teacher uses a variety of methods to engage
learners in evaluating the learning environment and
collaborates with learners to make appropriate adjustments.
Essential Knowledge: 3(i) The teacher understands the relationship between
motivation and engagement and knows how to design
learning experiences using strategies that build learner
self-direction and ownership of learning.
Essential Knowledge: 3(j) The teacher knows how to help learners work
productively and cooperatively with each other to
achieve learning goals.
Critical Disposition: 3(r) The teacher is a thoughtful and responsive listener
and observer.
Standard: Standard #4: Content Knowledge.
The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of the content.Performance: 4(a) The teacher effectively uses multiple
representations and explanations that capture key
ideas in the discipline, guide learners through learning
progressions, and promote each learner’s achievement
of content standards.
Performance: 4(b) The teacher engages students in learning
experiences in the discipline(s) that encourage learners
to understand, question, and analyze ideas from diverse
perspectives so that they master the content.
Performance: 4(d) The teacher stimulates learner reflection on prior
content knowledge, links new concepts to familiar
concepts, and makes connections to
learners’ experiences.
Performance: 4(g) The teacher uses supplementary resources and
technologies effectively to ensure accessibility and
relevance for all learners.
Standard: Standard #5: Application of Content.
The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.Essential Knowledge: 5(o) The teacher understands creative thinking processes
and how to engage learners in producing original work.
Standard: Standard #6: Assessment.
The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and
to guide the teacher’s and learner’s decision making.Performance: 6(a) The teacher balances the use of formative and
summative assessment as appropriate to support, verify,
and document learning.
Performance: 6(f) The teacher models and structures processes that
guide learners in examining their own thinking and
learning as well as the performance of others.
Essential Knowledge: 6(j) The teacher understands the differences between
formative and summative applications of assessment
and knows how and when to use each.
Critical Disposition: 6(r) The teacher takes responsibility for aligning
instruction and assessment with learning goals.
Critical Disposition: 6(t) The teacher is committed to using multiple types
of assessment processes to support, verify, and
document learning.
Standard: Standard #7: Planning for Instruction.
The teacher plans instruction that supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context.Performance: 7(a) The teacher individually and collaboratively selects
and creates learning experiences that are appropriate
for curriculum goals and content standards, and are
relevant to learners.
Performance: 7(b) The teacher plans how to achieve each student’s
learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate
instruction for individuals and groups of learners.
Performance: 7(c) The teacher develops appropriate sequencing of
learning experiences and provides multiple ways to
demonstrate knowledge and skill.
Essential Knowledge: 7(g) The teacher understands content and content
standards and how these are organized in the curriculum.
Essential Knowledge: 7(j) The teacher understands the strengths and needs
of individual learners and how to plan instruction that is
responsive to these strengths and needs.
Critical Disposition: 7(n) The teacher respects learners’ diverse strengths
and needs and is committed to using this information to
plan effective instruction.
Critical Disposition: 7(p) The teacher takes professional responsibility to use
short- and long-term planning as a means of assuring
student learning.
Performance: 7(d) The teacher plans for instruction based on
formative and summative assessment data, prior learner
knowledge, and learner interest.
Performance: 7(f) The teacher evaluates plans in relation to short- and
long-range goals and systematically adjusts plans to meet
each student’s learning needs and enhance learning.
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(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(f) The teacher engages all learners in developing higher
order questioning skills and metacognitive processes.
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.
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(n) The teacher knows how to use a wide variety of
resources, including human and technological, to
engage students in learning.
Critical Disposition: 8(q) The teacher values the variety of ways people
communicate and encourages learners to develop and
use multiple forms of communication.
USA- Praxis III: Domains of Teaching (2011)Domain: DOMAIN 3.
Instruction
Standard: c. Engaging Students in Learning
Indicator: Activities and assignments
Indicator: Grouping of students
Author:
Ryan Parker
Last modified:
9/14/2012 8:55 AM (EST)
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