DRAFT: This module has unpublished changes.

Standard Two: Student as Learner

 

In what ways does the student teacher:

  1. seek information about the learner’s background and culture?  (RIPTS 4.2)
  2. seek information about the learner’s life experiences, achievements and interests?  (RIPTS #4.2)
  3. seek information about and observe the learner’s strengths and weaknesses, developmental levels and learning styles?  (RIPTS #4.3)
  4. seek information about and observe the learner’s patterns of language use?  (RIPTS #4.2)
  5. seek information about and observe learner’s interests and talents?  (RIPTS #4.2)
  6. seek information about and observe learner’s organizational skills?  (RIPTS #4.2)
  7. use efficient and effective ways to document student characteristics and progress of individual and class performance?  (RIPTS #9.3)
  8. listen carefully and respectfully to students?
  9. check in with students about inferences and assumptions s/he makes about them?
  10. develop an understanding and awareness of students as individuals without overgeneralizing or stereotyping?  (RIPTS #4.1, 4.2)
  11. help individual learners develop conceptual understanding?  (RIPTS #2.4, 2.5)
  12. challenge individual learners to develop higher level cognitive skills?  (RIPTS #5.1)

Teachers create instructional opportunities that reflect an understanding of how children learn and develop.  (RIPTS #3)

 

Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. (RIPTS #4)

 

Teachers create instructional opportunities to encourage students’ development of critical thinking, problem solving, and performance skills.  (RIPTS #5)

DRAFT: This module has unpublished changes.