EDUC 211 - Best Classroom Practices in Teaching Learning and Assessment

Standard 7:Reading Instruction
Teachers at the secondary level have a broad and comprehensive understanding of content-area and disciplinary literacy skills, and demonstrate the ability to plan and deliver integrated content area reading instruction that is based on student learning standards, student literacy needs and strengths as reflected in ongoing student data, and scientifically based reading research.

Scientifically-based reading research includes phonics; phonemic awareness; fluency; vocabulary; comprehension; interventions that are direct, explicit, and multi-sensory (as defined in 511 IAC 10.1-1-1 (27)).

Outcomes:

1. Demonstrate knowledge in reading instruction by planning and delivering evidence- based, content related lesson plans.
2. 2. Explain various types of comprehension strategies for secondary students.

Outcomes:

1. Investigate standards and evidence based curriculum and instruction.
2. Design and create lesson plans utilizing technology and differentiated instruction.

Standard 5: Learning Environment
Teachers at the secondary level have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning environments for all students.

Standard 6: The Professional Environment Teachers at the secondary level have a broad and comprehensive understanding of professional environments and expectations and demonstrate the ability to collaborate with others to improve student learning, to engage in continuous professional growth and self- reflection, and to adhere to legal and ethical requirements of the profession.

Outcomes:

1. Identify and describe factors that determine culture of a classroom.
2. Explain how teachers create a positive learning environment.
3. Identify and explain the keys to successful classroom management.
4. Describe and apply the teaching methods that effective teachers use

3.1 - knowledge of components that comprise the curriculum (e.g., unpacked standards, scope and sequence, resources, assessments).
3.2 - knowledge of the purposes of curriculum mapping, and the ability to plan, enact, monitor, and analyze curriculum map data and resultant student learning.

Standard 4: Assessment
Teachers at the secondary level have a broad and comprehensive understanding of assessment principles and practices and demonstrate the ability to use assessment to monitor student progress and to use data to guide instructional decision making.

Outcomes:

1. Explain the role of assessment in teaching
2. Examine how various types of assessments are used in education.
3. Explain how standardized assessments are used for accountability in schools.
4. Describe and demonstrate several approaches to assessing students’ learning
5. Analyze several emerging trends in classroom assessment
6. Explain how teachers develop high-quality classroom assessment.
7. Create assessment tools such as rubrics, checklists etc….

Standard 1: Student Development and Diversity
1.5 - knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; and their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities.

Standard 2: Learning Processes
Teachers at the secondary level have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement. 

Outcomes:

1. Describe society’s changing attitudes towards exceptional children within special education and gifted/talented programs.
2. Identify federal legislation that impacts children with disabilities.
3. Explain the term LRE (Least Restrictive Environment) and how this influences the services provided to school-age children with disabilities.
4. Identify likenesses and differences in children.
5. Identify various types of disabilities and the developmental and health problems associated with them.

1.4 - knowledge of types of student diversity (e.g., cultural, economic, and linguistic background; gender; religion; family structure), and the ability to use this knowledge to promote learning and development for students with diverse backgrounds, characteristics, and needs.

3.15 - knowledge of communication theory, communication methods (including the use of digital- age media and formats), and factors that influence communication, and the ability to use various communication and questioning techniques to meet all students’ needs and achieve instructional goals

4.3 - ……… the ability to use appropriate assessment strategies, instruments, and technologies to obtain desired information and monitor progress…..

Outcomes

1. Demonstrate an understanding and awareness of how cultural factors including personal preferences, ethnic characteristics, values, and bias influence classroom teaching.
2. Identify and apply essential multicultural and global concepts in the classroom and community.
3. Identify standards for education with a multicultural focus.
4. Examine goals and positions for and against multicultural education.
5. Discuss the effects of exceptionality, gender, ethnic, socioeconomic and religious factors on learning.
6. Identify the roles of the school, parents, and the community in multicultural education.
7. Formulate strategies for teaching in a multicultural environment.
8. Create classroom materials designed to enhance sensitivity to diversity.
9. Describe culturally responsive teaching methods and dispositions.
10. Participate or serve in various cultural interactions and collaboration.