Standard3

ACEI (2007) Standard #3 (3.1-3.5) [Related to INTASC (1992) Principles #1, 2, 3, 4, 5, 6, 7; InTASC (2010) Standards #1, 2, 3, 4, 5, 6, 7, 8, 9]
 * New Standard 3: Instruction **

Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals and community. ||  applications from content areas || Oral, visual, and written products of the following types: InTASC(2010) Standard #4 ||  subject matter, curricular goals, and community || Oral, visual, and written products of the following types: InTASC (2010) Standard #4, 5k, 7a,  7d, 7f,  7l, 9e || real world issues || Oral, visual, and written products of the following types:  InTASC (2010) Standard #4c, 5b,  7e, 8g ||
 * Standard 3.1: Integrating and applying knowledge for instruction
 * <span style="font-family: Georgia,serif; font-size: 120%;">Outcomes || <span style="font-family: Georgia,serif; font-size: 120%;">Assessment Type || <span style="font-family: Georgia,serif; font-size: 120%;">Standards Match ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">1. Candidates know and understand the connections among concepts, procedures, and
 * <span style="font-family: Georgia,serif; font-size: 120%;">Guided field-based observations
 * <span style="font-family: Georgia,serif; font-size: 120%;">Case study analyses
 * <span style="font-family: Georgia,serif; font-size: 120%;">Structured interviews
 * <span style="font-family: Georgia,serif; font-size: 120%;">Reflective Journals || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC(1992) Principle #1;
 * <span style="font-family: Georgia,serif; font-size: 120%;">2. Candidates plan instruction based on knowledge of students, learning theory,
 * <span style="font-family: Georgia,serif; font-size: 120%;">Curriculum & lesson critiques/revisions
 * <span style="font-family: Georgia,serif; font-size: 120%;">Structured Interviews
 * <span style="font-family: Georgia,serif; font-size: 120%;">Co-planning and teaching with mentor || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle #2, 7;
 * <span style="font-family: Georgia,serif; font-size: 120%;">3. Candidates encourage K-6 students to apply their knowledge, skills, tools, and ideas to
 * <span style="font-family: Georgia,serif; font-size: 120%;">Curriculum critiques/revisions
 * <span style="font-family: Georgia,serif; font-size: 120%;">Lesson critiques/revisions || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle #7;

<span style="font-family: Georgia,serif; font-size: 120%;">Candidates understands how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students. || <span style="font-family: Georgia,serif; font-size: 120%;"> development || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types: <span style="font-family: Georgia,serif; font-size: 120%;"> InTASC (2010) Standard #1 || <span style="font-family: Georgia,serif; font-size: 120%;"> approaches to learning || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types: <span style="font-family: Georgia,serif; font-size: 120%;"> InTASC (2010) Standard #2, 7h || <span style="font-family: Georgia,serif; font-size: 120%;"> diverse students || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types: <span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Standard #2a, 7k, 8a, 8t ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">Standard 3.2: Adaptation to diverse students
 * <span style="font-family: Georgia,serif; font-size: 120%;">Outcomes || <span style="font-family: Georgia,serif; font-size: 120%;">Assessment Type || <span style="font-family: Georgia,serif; font-size: 120%;">Standards Match ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">1. Candidates understand how elementary students differ in their
 * <span style="font-family: Georgia,serif; font-size: 120%;">Guided observations
 * <span style="font-family: Georgia,serif; font-size: 120%;">Case Studies
 * <span style="font-family: Georgia,serif; font-size: 120%;">Research || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle #2;
 * <span style="font-family: Georgia,serif; font-size: 120%;">2. Candidates understand how elementary students different
 * <span style="font-family: Georgia,serif; font-size: 120%;">Guided observations
 * <span style="font-family: Georgia,serif; font-size: 120%;">Case Studies
 * <span style="font-family: Georgia,serif; font-size: 120%;">Research || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle #2;
 * <span style="font-family: Georgia,serif; font-size: 120%;">3. Candidates create instructional opportunities that are adapted to
 * <span style="font-family: Georgia,serif; font-size: 120%;">Developing learning activities and lesson plans
 * <span style="font-family: Georgia,serif; font-size: 120%;">Critiquing and revising lesson plans
 * <span style="font-family: Georgia,serif; font-size: 120%;">Teaching simulations || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle #3;

<span style="font-family: Georgia,serif; font-size: 120%;">Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. || <span style="font-family: Georgia,serif; font-size: 120%;">InTASC (2010) Standard #4b, <span style="font-family: Georgia,serif; font-size: 120%;">4c, 4h, 4n, 5a, 5b, 5d, 5g, 5h, <span style="font-family: Georgia,serif; font-size: 120%;">5j, 5n, 5s,6d, 6k, 8f, 8g, 8k, 8l, <span style="font-family: Georgia,serif; font-size: 120%;">8n, 8r,9b || <span style="font-family: Georgia,serif; font-size: 120%;">teaching strategies that encourage elementary students’ development of <span style="font-family: Georgia,serif; font-size: 120%;">critical thinking, problem solving, and performance skills || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types: <span style="font-family: Georgia,serif; font-size: 120%;"> InTASC (2010) Standard #4b, 4c, <span style="font-family: Georgia,serif; font-size: 120%;">4h, 4n, 5a, 5b, 5d, 5g, 5h, 5j, 5n, 5s, <span style="font-family: Georgia,serif; font-size: 120%;">6d, 6k, 8f, 8g, 8k, 8l, 8n, 8r,9b ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">Standard 3.3: Development of critical thinking and problem solving
 * <span style="font-family: Georgia,serif; font-size: 120%;">Outcomes || <span style="font-family: Georgia,serif; font-size: 120%;">Assessment Type || <span style="font-family: Georgia,serif; font-size: 120%;">Standards Match ||
 * # <span style="font-family: Georgia,serif; font-size: 120%;">Candidates understand a variety of teaching strategies that encourage elementary
 * 1) <span style="font-family: Georgia,serif; font-size: 120%;"> students’ development of critical thinking, and problem solving. || <span style="font-family: Georgia,serif; font-size: 120%;">Oral, visual and written products of the following types:
 * <span style="font-family: Georgia,serif; font-size: 120%;">Observation and analysis of instruction
 * <span style="font-family: Georgia,serif; font-size: 120%;">Formal Selected Response and Constructed
 * <span style="font-family: Georgia,serif; font-size: 120%;">Response Assessments || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle # 4;
 * # <span style="font-family: Georgia,serif; font-size: 120%;">Candidates use a variety of
 * <span style="font-family: Georgia,serif; font-size: 120%;">Journal
 * <span style="font-family: Georgia,serif; font-size: 120%;">Lesson/Unit plan review and revision || <span style="font-family: Georgia,serif; font-size: 120%;">INTASC (1992) Principle # 4;