evidence that middle grades candidates: - Exhibit knowledge of pre-adolescent - Exhibit knowledge of pre-adolescent - Exhibit knowledge of pre-adolescent Element 4a and adolescent learning, and adolescent learning, and adolescent learning, development, Exhibit knowledge of development, and behavior. development, and behavior. and behavior. adolescent and learning, development, and - Demonstrate a positive disposition - Demonstrate a positive disposition - Demonstrate a positive disposition behavior and demonstrate a toward mathematical processes and toward mathematical processes and toward mathematical processes and positive disposition toward learning. learning. learning. mathematical processes and - Know how students construct learning. knowledge, acquire skills, and develop disciplined thinking processes. Element 4b - Plan and create sequential learning - Plan and create sequential learning - Plan and create sequential learning opportunities in which students opportunities in students opportunities in which students Plan and create developmentally connect new learning to prior connect new learning to prior connect new learning to prior appropriate, sequential, and knowledge and experiences. knowledge and experiences knowledge and experiences challenging learning opportunities grounded in mathematics - Create a sequence of - Create a sequence of - Create a sequence of developmentally education research in developmentally appropriate and developmentally appropriate and appropriate and challenging learning students are actively engaged in challenging learning opportunities challenging learning opportunities opportunities grounded in building new knowledge from grounded in mathematics education grounded in mathematics education mathematics education research in prior knowledge and experiences. research in which students are research in which students are which students are actively engaged in actively engaged in building new actively engaged in building new building new knowledge. knowledge. knowledge. - Create a developmentally appropriate and challenging sequence of instruction for all students that shows a progression of learning over time toward proficiency and understanding. - Incorporate knowledge of individual - Incorporate knowledge of individual - Incorporate knowledge of individual Element 4c differences and the cultural and differences and the cultural and differences and the cultural and Incorporate knowledge of language diversity that exists within language diversity that exists within language diversity that exists within individual differences and the classrooms to motivate and engage classrooms to motivate and engage classrooms to motivate and engage cultural and language diversity students. students. students. that exists within classrooms and
evidence that middle grades candidates: Element 4a Exhibit knowledge of and adolescent learning, development, and behavior and demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Exhibit knowledge of pre-adolescent and adolescent learning, development, and behavior. - Demonstrate a positive disposition toward mathematical processes and learning. - Know how students construct knowledge, acquire skills, and develop disciplined thinking processes. Element 4b Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in students are actively engaged in building new knowledge from prior knowledge and experiences. - Plan and create sequential learning opportunities in which students connect new learning to prior knowledge and experiences. - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Plan and create sequential learning opportunities in students connect new learning to prior knowledge and experiences - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Plan and create sequential learning opportunities in which students connect new learning to prior knowledge and experiences - Create a sequence of developmentally appropriate and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge. - Create a developmentally appropriate and challenging sequence of instruction for all students that shows a progression of learning over time toward proficiency and understanding. Element 4c Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students. - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students. - Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms to motivate and engage students.
NCTM%20CAEP%20Standards%202012%20Reviewer%20Rubrics%20-%20Middle%20Grades%204.27.2015.docx