interests, culture, disabilities) that may (e.g., development, DP1 abilities/ affect learning and interests, culture, evidence of abilities/ disabilities). using resources to disabilities) that may supplement this affect learning. knowledge. Knowledge of Teacher displays Teacher displays Teacher displays 3 minimal, general knowledge general & specific Students’ Varied stereotypical, or about the different understanding of the Approaches to irrelevant knowledge ways students learn, different ways the Learning the different but is unable to candidates’ target ways students learn articulate specifics population of GP4 (e.g., reading levels, for the students students learn (e.g., DP2 learning preferences involved. (e.g., reading levels, and experiences,, reading levels, learning preferences, learning modalities). learning preferences, learning modalities) learning modalities). that may affect learning. Knowledge of Teacher displays Teacher displays Teacher displays 3 Students’ Skills little or irrelevant general knowledge of general & specific knowledge of students’ skills and understanding of And Prior Learning students’ skills and prior learning that students’ skills and learning. may affect learning prior learning that GP2 specific to the unit may affect learning DP2 planned. specific to the unit planned. Implications for Teacher does not Teacher provides at Teacher provides 3 Instructional provide implications least 3 implications comprehensive Planning and for instruction and for instruction and implications for Assessment assessment based on assessment based on instruction and student individual student individual assessment based on GP2 differences and differences, prior student individual community, school, learning experiences differences, prior DP4 and classroom and community, learning experiences characteristics OR school, and and community, provides classroom school, and inappropriate characteristics. classroom implications. characteristics. SECTION 2 INSTRUCTIONAL OBJECTIVES INSTRUCTIONAL OBJECTIVES The teacher sets significant, challenging, varied, and appropriate instructional objectives. TASK Provide and justify the instructional objectives for the unit to ensure that they provide the optimal opportunities for each student’s success at the highest levels.
DP1 interests, culture, abilities/ disabilities). disabilities) that may affect learning and evidence of using resources to supplement this knowledge. (e.g., development, interests, culture, abilities/ disabilities) that may affect learning. Knowledge of Students’ Varied Approaches to Learning GP4 DP2 Teacher displays minimal, stereotypical, or irrelevant knowledge the different ways students learn (e.g., reading levels, learning preferences and experiences,, learning modalities). Teacher displays general knowledge about the different ways students learn, but is unable to articulate specifics for the students involved. (e.g., reading levels, learning preferences, learning modalities). Teacher displays general & specific understanding of the different ways the candidates’ target population of students learn (e.g., reading levels, learning preferences, learning modalities) that may affect learning. 3 Knowledge of Students’ Skills And Prior Learning GP2 DP2 Teacher displays little or irrelevant knowledge of students’ skills and learning. Teacher displays general knowledge of students’ skills and prior learning that may affect learning specific to the unit planned. Teacher displays general & specific understanding of students’ skills and prior learning that may affect learning specific to the unit planned. 3 Implications for Instructional Planning and Assessment GP2 DP4 Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications. Teacher provides at least 3 implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. Teacher provides comprehensive implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. 3 SECTION 2 INSTRUCTIONAL OBJECTIVES INSTRUCTIONAL OBJECTIVES The teacher sets significant, challenging, varied, and appropriate instructional objectives. TASK Provide and justify the instructional objectives for the unit to ensure that they provide the optimal opportunities for each student’s success at the highest levels.