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Standard Three: Planning

 

In what ways does the student teacher:

  • convert ideas and materials into teachable lessons?  Into larger units – or an entire course?  Are there clear connections, patterns and themes?
  • prepare focused, thorough, sequenced lesson plans?  Does the lesson help students to see connections with previous material?
  • prepare a variety of learning activities chosen in order to accommodate different learning styles and a diverse group of students?
  • make his/her plans clear to the students?  Does the student teacher relate individual lessons to the larger curriculum?
  • use written plans?  Are these an accurate guide to what actually happens in class?
  • prepare a variety of communication strategies (questioning, counter-examples, etc.) in his/her planning?
  • incorporate technology, where appropriate, in his/her planning?
  • design lessons to accommodate individual differences (developmental, language, learning style or disability)?  Does the student teacher use resource personnel to help with this planning?
  • design lesson plans that reflect an understanding of how students learn– how students construct knowledge, acquire skills, develop habits of mind?

 

Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.  (RIBTS #8)

 

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.  (RIBTS #4)

 

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

DRAFT: This module has unpublished changes.