Course Objectives

(Candidates will:)

NBPTS (Core Propositions; also see NBPTS alignment chart)

INTASC Principles

IPSB Content & Developmental Standards

Indiana Academic Standards (IDOE)

M.Ed. Conceptual Framework Domain Expectations

1.  Analyze, synthesize, and evaluate current literature and research regarding a range of diverse teaching models.

2

7: 9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

2.1

2.  Select teaching models for use in their P-12 classrooms based on diverse student learning needs and teaching styles.

1,  2,  3, 4,  5

1; 2; 3 ;4; 7

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

1.4, 1.6; 2.1, 2.3, 2.d, 2.t; 3.4, 3.5, 3.d, 3.t; 4.1, 4.4, 4.d, 4.t; 5.t

3.  Utilize collaborative practices with other educational professionals regarding issues of instructional delivery designed to improve student learning in P-12 classrooms.

5

1; 7; 10

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

5.1; 5.d

4.  Collect data during the execution of an action research plan.

3,  4

8

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

3.5, 3.d, 3.t; 4.t

5.  Develop a personal philosophy of learning that addresses P-12 student learning needs by analyzing grounded instructional theories and their relationship to informal teaching data (i.e., a theory-to-practice knowledge base).

4

9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

4.5

6.  Demonstrate analysis of their own instructional practices and adaptations resulting from those analyses.

2,  3,  4, 5

9

please refer to the IPSB alignment chart at the end of this chapter

all content areas, with respect to individual UAPs

2.2, 2.4, 2.d, 2.t; 3.3, 3.4, 3.5, 3.d, 3.t; 4.2, 5.1