Diversity and Behavioral Foundations

 

It is understood that diversity is a concept that is infused across courses particularly in the teacher education and social sciences areas. Therefore, many of the standards cited here will be addressed in content areas as well as in education courses.

Upon completion of the Associate of Arts in Teaching Degree with an emphasis on Elementary Education, the candidate will have successfully completed a college curriculum based upon the following NCATE standards related to diversity and behavioral foundations:

#1. Development, learning, and motivation – Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge and motivation.

#2a. Central concepts, tools of inquiry, and structures of content – Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels.

#3b. 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.

#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.

#5c. Collaboration with families – Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children.

The following tables are organized into four columns: the first column presents the outcomes, the second column the indicators, the third column the assessment type, and the fourth column sample assessment tasks.

Standard 1: Development, learning, and motivation—Candidates know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge and motivation.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. Teacher candidates will understand the full significance of diversity in a democratic society and how diversity bears on instruction

a. Recognize diversity as a positive component of the instructional environment and value students (i.e., students with exceptionalities and from different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic backgrounds)

• Field Work:

• Guided observations

• Journals

• Identify curricular activities that are intended to be inclusive of all students.

 

Standard 2a: Central concepts, tools of inquiry, and structures of content—Candidates know, understand, and use the central concepts, tools of inquiry, and structures of content for students across the K-6 grades and can create meaningful learning experiences that develop students’ competence in subject matter and skills for various developmental levels.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. The teacher candidate will know, understand, and be able to apply current research related to:

  • Teaching and learning styles
  • Effective teaching and best practice
  • Dimensions of learning
  • Models of assessment of elementary students

a. Compare and contrast a variety of teaching and learning styles

b. Reflect on best practice, relate knowledge of effective teaching to guided observations.

• Reading/Research

• Field Work:

• Guided observation

• Reflection/Journal

• Project (i.e. graphic wheel to see how teaching/learning styles match)

• Classroom observation with assignment to look for specific indicators of teaching

/learning styles

• Portfolio component indicating development of teaching style based on reflection of best practice

 

Standard 3b: 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.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. The teacher candidate will know, understand, and be able to apply current research findings about students’ prenatal to adolescent development

a. Identify cognitive, personal-social, and emotional developmental stages

b. Understand how diversity impacts developmental processes

c. Identify the "typical" vs "atypical" developmental pattern and characteristics of children

• Reflection paper/Journal

• Research paper

• Field Work:

• Guided observation

• Journals

• Reflection paper or journal about one’s own developmental characteristics

• Writing assignment on the observed developmental characteristics of elementary students

• Research paper comparing and contrasting the contributions of the major developmental theorists

 

 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.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. The teacher candidate will understand cognitive development in elementary students and how it relates to learning and behavior in classroom settings

a. Identify categories of exceptional students.

d. Understand how exceptionalities affect teaching/learning processes

• Research paper

• Field Work:

• Guided classroom observation

• Journals

• Compare Piaget’s stages of development to Vygotsky’s zones of learning.

• Pretest/posttest assessment of teacher candidates’ understanding of and dispositional change regarding students with exceptionalities

 

Standard 5c: Collaboration with families—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children.

Outcomes

Indicators

Assessment Types

Sample Assessment Tasks

1. The teacher candidate will recognize and value the collaborative relationship between home and school

a. Understand the importance of a positive parent-teacher collaboration

b. Identify strategies which enhance communication with families

c. Recognition of diverse family structures

• Role play

• Field Work:

• Guided observations

• Journals

• Teacher education candidates alternate playing parent (guardian) and teacher roles in a videotaped mock conference

• Attend a PTA meeting and record and report on issues pertaining to parent-school relations