Standard Two: Student as Learner
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)
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)
Meeting Standard Two at the End of SummerPrep:
The teacher candidate demonstrates an awareness of, and concern for, the individual learners in his/her classroom. S/he begins to understand the variables of linguistic, cultural, racial and class backgrounds, student strengths and talents, and developmental stages and how they create a diverse group of learners. S/he discovers a range of student understandings and begins to use this knowledge to further individual student learning. S/he holds appropriately high expectations for all learners and begins to understand what helps them accomplish the SummerPrep curriculum by focusing on students’ developing thinking skills, and conceptual understanding in a variety of areas.