Rubrics for NCATE Standards

INSTRUCTION

Standard

3c. 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.

NOTE: "Attributes" key: K = Knowledge; S = Skills/Abilities; D = Dispositions; I = Impact on Student Learning
Elements of Standard
Attributes
Unacceptable
Acceptable
Target

Candidates understand a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills

 

 



 

 

K

 

 

 


 



 

 

 

 

 

 

 

Evidence indicates that:

  • Candidates do not demonstrate an understanding of the development of critical thinking, problem solving, and performance skills in K-6 students

 

 


 

 

 

 

 

 

Evidence indicates that:

  • Candidates demonstrate an understanding of cognitive processes associated with various kinds of learning and how these processes can be developed in K-6 students

  • Candidates know principles and techniques, advantages and limitations, and appropriate uses of teaching strategies

 

 

Evidence indicates that:

  • Candidates know principles and techniques, advantages and limitations, and appropriate uses of teaching strategies

  • Candidates demonstrate an understanding of cognitive processes associated with various kinds of learning and how these processes can be developed in K-6 students
Candidates can provide a plausible rationale to support their choice of instructional materials and strategies in light of learning goals and student outcomes

Candidates use a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills

 

 

 

K, S, I

 

 

 

 

 

 

 

 

 

Evidence indicates that:

  • Candidates do not use a variety of teaching strategies that encourage K-6 students’ development of critical thinking, problem solving, and performance skills

 

 

 

Evidence indicates that:

  • Candidates use a variety of instructional materials, technological resources, and multiple teaching and learning strategies to enhance students’ development of critical thinking, problem solving, and performance skills

 

 

Evidence indicates that:

  • Candidates reflect on the effectiveness of a variety of instructional materials, the use of technology, and teaching strategies

  • Candidates collaborate with specialists and other colleagues to promote their students’ development of critical thinking, problem solving, and performance skills

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This page is copyright 1998-2002 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceimemb@aol.com.

Last updated August 2002