National Council for Accreditation of Teacher Education

Program Standards For Elementary Teacher Preparation

Source Documents for the Program Standards



INSTRUCTION


Standard 3.1. Integrating and applying knowledge for instruction
Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Supporting explanation
Candidates understand learning theory, subjects taught in elementary schools (described in sections 2.1 through 2.8 of the Program Standards), curriculum development, and student development and know how to use this understanding in planning instruction to meet curriculum goals. They are able to help students appreciate and be engaged in the subject matter. Candidates select and create learning experiences that are appropriate for curriculum goals, meaningful to elementary students, and based upon principles of effective teaching (e.g., that activate students' prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired). They use a variety of resources, including technology and textbooks, and look beyond their classroom to determine how numerous information resources in both print and electronic form might benefit their students. Candidates understand and use appropriate technology to help students become capable technology users through communication; through access, management, analysis and problem solving with information; and through collaborative and self-directed learning. They collaborate with specialists to promote learning in all areas of the curriculum for all elementary students.

Source documents for planning and implementing instruction

Standard 3.2. Adaptation to diverse students
Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

Supporting explanation
Candidates understand and can identify differences in approaches to learning and performance, including different learning styles, and ways students demonstrate learning. They understand how elementary students' learning is influenced by individual experiences, talents, disabilities, and prior learning, as well as language, culture, family, and community values. Candidates know how to seek assistance and guidance from specialists and other resources to address elementary students' exceptional learning needs and understand the importance of collaboration with specialists and families. They identify and design instruction appropriate to K-6 students' levels of development, learning styles, strengths, and needs, using teaching approaches that are sensitive to the multiple experiences of students. Candidates plan instructional tasks and activities appropriate to the needs of students who are culturally diverse and those with exceptional learning needs in elementary schools. They are able to apply knowledge of the richness of contributions from diverse cultures to each content area studied by elementary students.

Standard 3.3. Development of critical thinking, problem solving and performance skills
Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills.

Supporting explanation
Candidates understand cognitive processes associated with various kinds of learning and how these processes can be stimulated. They also understand principles and techniques, advantages and limitations, associated with appropriate teaching strategies (e.g., cooperative learning, direct instruction, inquiry, whole group discussion, independent study, interdisciplinary instruction). Candidates know how to enhance learning through use of a wide variety of materials as well as collaboration with specialists, other colleagues, and technological resources, and through multiple teaching and learning strategies that will promote development of critical thinking, problem solving, and performance capabilities.

Standard 3.4. Active engagement in learning
Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

Supporting explanation
Teacher candidates understand principles of effective classroom management as well as human motivation and behavior from the foundational sciences of psychology, anthropology, and sociology. They use a range of strategies and can collaborate with specialists to promote positive relationships, cooperation, conflict resolution, and purposeful learning in the classroom. They create learning communities in which elementary students assume responsibility for themselves and one another, participate in decisionmaking, work collaboratively and independently, and engage in purposeful learning activities. They understand and use appropriate and effective interpersonal and small group communication techniques to create an effective learning environment.

Standard 3.5. Communication to foster learning
Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

Supporting explanation
Candidates understand communication theory, language development, and the role of language in learning among elementary students, and they also understand how cultural and gender differences can affect communication in the classroom. They model effective communication strategies in conveying ideas and information and in asking questions (e.g., monitoring the effects of messages; restating ideas and drawing connections; using visual, aural, and kinesthetic cues; being sensitive to nonverbal cues given and received). They use oral and written discourse between themselves and their students, and among students, to develop and extend elementary students' understanding of subject matter. Candidates know how to use a variety of media communication tools, including audio-visual aids and computer-based technologies, to enrich learning opportunities.

Copyright 2000 by the National Council for Accreditation of Teacher Education. All rights reserved

Format and Programming Copyright 2000 by the Association for Childhood Education International. All rights reserved

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