understand their experiences with adaptive teaching challenges and with the opportunities for growth provided by their engagement in the pillar practices. of Knowing and Developmentally Appropriate Supports and Challenges Way of Supports (provided by Challenges/ Knowing leaders/peers) Growing Edge (provided by leaders/peers) Instrumental goals and expectations. opportunities to learn about step-by-step procedures multiple perspectives through dialogue. for dialogue and working with tasks that demand abstract other colleagues. thinking and scaffold knower through the examples of rules, process. purposes, and goals—and how to movement beyond “correct” share them with others. solutions and toward other perspectives. in dialogue that provides how multiple perspectives could specific advice, skills, and build abstract thinking and increase information about practice. perspective broadening. this detail-oriented person this learner to expand beyond to read policy/procedure and then information given. report on it. the opportunity to take on a reflections and give leadership role in planning a grade-level positive feedback/praise. assembly. clear, concise written and teamwork such that this person oral feedback. encounters situations one must concrete advice and consider another perspective. feedback. permission and encourage “thinking the purpose of reflective outside of the box” and being writing. critical.” “constructively reflective writing. Socializing that learner known opportunities to develop own and accepted. beliefs, becoming less dependent on are confirmed by others’ approval. authorities. this knower to construct own and valued values and standards, not co-construct colleagues and/or loved ones them. show acceptance. the acceptance of conflicting opportunities to points of view without feeling threatened. perspectives in pairs or smaller this learner in separating own groups before sharing with larger feeling and responsibilities from another groups. person’s. that interpersonal this knower in distinguishing relationships are not jeopardized own perspective from need to be when differences of opinion arise. accepted.
understand their experiences with adaptive teaching challenges and with the opportunities for growth provided by their engagement in the pillar practices. of Knowing and Developmentally Appropriate Supports and Challenges Way of Knowing Supports (provided by leaders/peers) Challenges/ Growing Edge (provided by leaders/peers) Instrumental goals and expectations. step-by-step procedures for dialogue and working with other colleagues. examples of rules, purposes, and goals—and how to share them with others. in dialogue that provides specific advice, skills, and information about practice. this detail-oriented person to read policy/procedure and then report on it. reflections and give positive feedback/praise. clear, concise written and oral feedback. concrete advice and feedback. the purpose of reflective writing. opportunities to learn about multiple perspectives through dialogue. tasks that demand abstract thinking and scaffold knower through the process. movement beyond “correct” solutions and toward other perspectives. how multiple perspectives could build abstract thinking and increase perspective broadening. this learner to expand beyond information given. the opportunity to take on a leadership role in planning a grade-level assembly. teamwork such that this person encounters situations one must consider another perspective. permission and encourage “thinking outside of the box” and being “constructively critical.” reflective writing. Socializing that learner known and accepted. are confirmed by authorities. and valued colleagues and/or loved ones show acceptance. opportunities to perspectives in pairs or smaller groups before sharing with larger groups. that interpersonal relationships are not jeopardized when differences of opinion arise. opportunities to develop own beliefs, becoming less dependent on others’ approval. this knower to construct own values and standards, not co-construct them. the acceptance of conflicting points of view without feeling threatened. this learner in separating own feeling and responsibilities from another person’s. this knower in distinguishing own perspective from need to be accepted.
sarah-bsd-final-dp2.docx