EDM - Education Methods

1. Demonstrate competence in conceptual unit planning for English language arts that accounts for individual student contexts, cultural contexts, and incorporates Indian Education For All essential understandings. 2. Demonstrate the relationship between content standards and classroom instruction. 3. Demonstrate competence in assessment design, especially the distinction between formative and summative assessment. 4. Demonstrate teaching skills focused on the Danielson framework notion of engagement. 5. Demonstrate subject area competence in English language arts.

1. Develop inquiry strategies as learners and teachers of science. 2. Understand science in the context of secondary curriculum; scope, sequence, content and terminology. 3. Understand how science integrates with other disciplines. 4. Examine, compare and critique textbooks, curriculum, resource materials and trade books for use in the classroom. 5. Learn science content particularly as it relates to content integration. 6. Become aware of personal knowledge, skills and attitudes in relation to science teaching. 7. Understand the nature of science and especially science process skills. 8. Learn and practice laboratory safety skills. 9. Appreciate how social and cultural influences (including gender) affect our understanding of science. 10. Learn new skills such as performance assessment, concept mapping, Vee diagram and cooperative learning strategies. 11. Be actively involved in the transition from student learning to teacher thinking and acting. 12. Apply Native American concepts and examples to Science instruction.

To identify the developing characteristics of children in 5-12th grade, with reference to the cognitive, psychomotor and affective domains. To formulate a philosophy of physical education and movement fundamentals, and an understanding of the effects of physical education on the individual and society. To develop a variety of content which will facilitate psychomotor and wellness development fora variety of children. To demonstrate professional teaching behaviors in planning, teaching, & evaluating for the diversity of student needs. To apply content and pedagogical knowledge in a practicum of approximately 25 hours. Identify the components of the planning process. Apply the principles and theories of learning and the physical education knowledge bases (conceptual, mechanical, developmental) to instructional planning and practice. Analyze movement and sequence movement tasks according to a developmental analysis system (extend, refine/modify, apply). Write lesson plans and prepare teaching materials for teaching health enhancement to children that specify the following: a progression of movement content that is categorized according to a developmental analysis; the goal of the movement, appropriate cues for the motor plan, learning experiences that maximize practice attempts; observation focus and feedback. Effectively organize and maintain control of a secondary school physical education lesson to optimize student learning. Create a learning environment that respects and incorporates learners' personal, family, cultural, and community experiences. Analyze his/her instructional behaviors and the learning behaviors of his/her students through the use of reflective self-evaluation reports on their teaching experiences based on the following:  set induction, appropriateness of lesson and teacher objectives; appropriateness of task progressions; use of demonstration, cues, feedback; use of time; allowance for individual differences, assessment procedures; and closure. Demonstrate knowledge of development and use of instruments to measure motor, cognitive and affective development by selecting, reviewing and/or constructing appropriate objective and subjective measures for formative and summative assessment. Plan and execute effective lessons appropriate for secondary students in a public-school setting. Collaborate with health enhancement professionals in the public schools to develop effective instruction and to facilitate professional reflection. Demonstrate an understanding of lesson & unit planning principles. Write an organized, sequential unit plan at the secondary level. Evaluate personal teaching performance through systematic reflection and lesson analysis. Demonstrate an understanding of effective class management and disciplinary techniques. Demonstrate the ability to appropriately assess student learning in the secondary physical education setting. Use the Internet to locate appropriate instructional resources for secondary physical education and use current technology to develop instructional materials and for instructional support. Use pedometers and/or heart-rate monitors to facilitate instruction at the secondary level.

Review philosophical, historical and autobiographical groundings for methods, contents and curricular structures for teaching visual arts. Develop ways to construct and enhance art learning experiences as they build sequential studio explorations with meaningful connections to historical, cultural and interpretive approaches to making and understanding art. Practice with designing art curriculum guides with appropriate assessment and aligning curriculum with national and state standards (including Indian Education for All) for secondary art education programs. Review materials, equipment, studio spaces, physical resources and safety concerns which are appropriate to 5-12 visual arts programs. Investigate the importance of art history, criticism and aesthetics in 5-12 visual arts programs with an emphasis on how these areas emerge meaningfully in the lives, learning and visual art of children and adolescents. Become aware of learner diversity and exceptional needs that guides instructional and assessment strategies (includes Differentiated Instructional resources). Participate in field experiences in schools with reflective discussions that develop confidence in teaching visual arts to young people. Develop ways to ensure collaboration among school administrators and colleagues on 5-12 school art curriculum.

1. Create a personal teaching philosophy describing fundamental beliefs about teaching, learning, lesson planning, assessment and classroom management. 2. Understand and incorporate Common Core, national standards and 5Cs of World Languages into lesson and unit plans. 3. Prepare and deliver lesson plans that demonstrate the importance of pace, sequence and timing of natural language acquisition progression (listening, speaking, reading, writing). 4. Create a 10 day unit plan that incorporates learning outcomes, natural language acquisition progression and assessment aligned to national standards. 5. Produce a library of 25 lesson fillers, related to ACTFL standards, with instructions.

Design, plan, deliver, and assess, content area specific instruction. Discuss, analyze, and critique, best practices for classroom, lab, and shop, management. Analyze and critique peer teaching in oral and written form. Self-reflect on teaching in oral and written form. Explain and compare the benefits and challenges of multiple teaching methods. Demonstrate professionalism inside and outside of the classroom.

Become professionally engaged in Family and Consumer Sciences professional communities. Integrate Family, Career & Community Leaders of America resources into daily classroom instruction to foster student academic growth, application of FCS content, leadership, service learning and career development. Apply state and national FCS standards to instruction. Use the Understanding by Design Framework to design units of study and lesson plans focused on big ideas, essential understandings and questions for FCS educational settings. With the critical science approach to curriculum development in mind, design lesson plans for students in FCS educational settings. Evaluate methods for achieving learning goals and choose various teaching strategies, materials, and technologies to meet instructional purposes and student needs. Identify classroom management strategies that maximize class productivity by organizing, allocating and managing the resources of time, space and activities and by clearly communicating curriculum goals and objectives. Create FCS lab management and evaluation plans.