DRAFT: This module has unpublished changes.
Standard Two: Student as Learner
In what ways does the student teacher:
- seek information about the learner’s background and culture? (RIPTS 4.2)
- seek information about the learner’s life experiences, achievements and interests? (RIPTS #4.2)
- seek information about and observe the learner’s strengths and weaknesses, developmental levels and learning styles? (RIPTS #4.3)
- seek information about and observe the learner’s patterns of language use? (RIPTS #4.2)
- seek information about and observe learner’s interests and talents? (RIPTS #4.2)
- seek information about and observe learner’s organizational skills? (RIPTS #4.2)
- use efficient and effective ways to document student characteristics and progress of individual and class performance? (RIPTS #9.3)
- listen carefully and respectfully to students?
- check in with students about inferences and assumptions s/he makes about them?
- develop an understanding and awareness of students as individuals without overgeneralizing or stereotyping? (RIPTS #4.1, 4.2)
- help individual learners develop conceptual understanding? (RIPTS #2.4, 2.5)
- 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DRAFT: This module has unpublished changes.