Pedagogy and Professional Responsibilities (PPR) Self Study Guide

CUIN 3323 Instructional Design

Pedagogy and Professional Responsibilities Competencies (EC-12)

Competency 001
The teacher understands human development processes and applies this knowledge to plan
instruction and ongoing assessment that motivate students and are responsible to their
development characteristics and needs.

Competency 002
The teacher understands student diversity and knows how to plan learning experiences and
design assessments that are responsive to differences among students and that promote all
students learning.

Competency 003
The teacher understands procedures for designing effective and coherent instruction and
assessment based on appropriate learning goals and objectives.

Competency 004
The teacher understands learning processes and factors that impact student learning and
demonstrates this knowledge by planning effective, engaging instruction and appropriate
assessments.

Competency 005
The teacher knows how to establish a classroom climate that fosters learning, equity and
excellence and uses this knowledge to create a physical and emotional environment that is safe
and productive.

Competency 006
The teacher understands and applies principles and strategies for communicating effectively in
varied teaching and learning contexts.

Competency 007
The teacher understands strategies for creating an organized and productive learning
environment and for managing student behavior.

Competency 008
 The teacher provides appropriate instruction that actively engages students in the learning
process.

Competency 009
The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate
instruction for all students.

Competency 010
The teacher monitors student performance and achievement provides students with timely high-
quality feedback and responds flexibly to promote learning for all students.

Competency 011
The teacher understands the importance of family involvement in childrens education and
knows how to interact and communicate effective with families.

Competency 012
The teacher enhances professional knowledge and skills by effectively interacting with other
members of the educational community and participating in various types of professional
activities.

Competency 013
The teacher understands and adheres to legal and ethical requirements for educators and is
knowledgeable of the structure of education in Texas.

PPR Competencies Notes

COMPETENCY 001
THE TEACHER UNDERSTANDS HUMAN DEVELOPMENTAL PROCESSES AND
APPLIES THIS KNOWLEDGE TO PLAN INSTRUCTION AND ONGOING
ASSESSMENT THAT MOTIVATE STUDENTS AND ARE RESPONSIVE TO THEIR
DEVELOPMENTAL CHARACTERISTICS AND NEEDS.

A. Knows the typical stages of cognitive, social,
physical and emotional development of students
in early childhood through grade 12.
Ch. 9 pg. 342 Piagets Stages of
Cognitive Development
*Sensorimotor (birth-2yrs): begins to
recognize objects; can imitate
*Preoperational (2-7yrs): develop use
of language; begins ability to think
symbolically; can see another
persons point of view; lacks logical
mental operations at this stage
*Concrete Operational (7-11yrs): can
solve concrete problems in a logical
fashion; able to classify
*Formal Operational (11-adult): can
solve abstract problems in logical
fashion; has concern for social issues

B. Recognizes the wide range of individual
developmental differences that characterizes
students in early childhood through grade 12 and
the implications of this developmental variation
for instructional planning.
s abstract and complicated structure
CUIN 3323 Ch. 7 pg. 285-286
Intellectual Development
*Learners go through developmental
stages from very simple and concrete
structure at a young age to more
later on.
*Students intellectual development is
important to consider when planning
lessons.
INDS 3323 Children
Chapter 1 (p. 21-22)
Piagets Cognitive Developmental
Theory:
-Sensorimotor stage - birth-2 yrs
-Preoperational stage-2-7 yrs
-Concrete operational stage-7-11 yrs
-Formal operational stage-11-
Adulthood

C. Analyzes ways in which developmental
characteristics of students in early childhood
through grade 12 impact learning and
performance and applies knowledge of students'
developmental characteristics and needs to plan
effective learning experiences and assessments.
(Note not in this book: fine/gross
motor development)
CUIN 3323 Ch. 9 pg. 342
Piagets 4 stages
*Sensorimotor (birth-2yrs): begins to
recognize objects; can imitate
*Preoperational (2-7yrs): develop use
of language; begins ability to think
symbolically; can see another
persons point of view; lacks logical
mental operations at this stage
*Concrete Operational (7-11yrs): can
solve concrete problems in a logical
fashion; able to classify
*Formal Operational (11-adult): can
solve abstract problems in logical
fashion; has concern for social issues.
CUIN 3323 Ch. 4 (p. 147-149)
-Vygotskys Sociocultural Theory:
Human activity takes place in
cultural settings and that these
settings influence greatly what we do
and think.
D. Demonstrates an understanding of physical
changes that occur in early childhood through
adolescence, factors that affect students'
physical growth and health (e.g., nutrition, sleep,
prenatal exposure to drugs, abuse) and ways in
which physical development impacts
development in other domains (i.e., cognitive,
social, emotional).
CUIN 3323 Ch. 8 p. 223; Ch. 11 pg.
315; Ch. 14 pg. 417
*Cephalocaudal: physical
development from head to toe- pg 125
*Proximodistal: physical development
from inside to outside- pg 126
INDS 3323 Children
Ch. 8 (p.223)
-Growth in the first year is rapid.
-Second year growth slows down.
-Average child grows 2 inches in
height and between 5 and 7 pounds
in weight.
-Girls are usually slightly lighter and
smaller than boys until puberty.
-Environment plays a role in height
and weight.
-Mother smoking while pregnant,
emotional difficulty, chronically sick
children, physical abuse, and neglect
can restrict physical growth.
-Children need 11-13 hours of sleep
a day.
Nightmares, night terrors,
somnambulism
-Sleep problems can lead to-
attention problems/misbehavior,
serious injuries, and overweight.
-Nutrition affects growth, body
shape, and susceptibility to disease.
INDS 3323 Children
Ch. 11 (p.316-317)
-During the elementary school years,
children grow an average of 2 to 3
inches a year until the age of 11.
-During the middle and late
childhood years, children gain about
5 to 7 pounds a year.
-Children double their strength
capabilities during these years.
-Proportional changes are among the
most pronounced physical changes
in middle and late childhood.
-Head circumference, waist

E. Recognizes factors affecting the social and
emotional development of students in early
childhood through adolescence (e.g., lack of
affection and attention, parental divorce,
homelessness) and knows that students' social
and emotional development impacts their
development in other domains (i.e., cognitive,
physical).
circumference, and leg length
decrease in relation to body height.
-To support their growth and active
lives, children need to consume more
food than they did in early
childhood.
-Drugs and alcohol can influence a
child's growth. Their growth could
be stunted or they could have a
developmental delay.
CUIN 3323 Ch. 1 pg. 18-20
Erik Eriksons 8 Stages
1) Trust vs. Mistrust (1st year)
2)Autonomy vs. Shame and Doubt (1-
3 years)
3)Initiative vs. Guilt (pre-k)
4)Industry vs. Inferiority (elem.
School)
5)Identity vs. Identity Confusion
(adolescence)
6) Intimacy vs. Isolation (early
adulthood)
7) Generativity vs. Stagnation (middle
adulthood)
8) Integrity vs. Despair (late
adulthood)
INDS 3323 Children
Ch. 10 (p. 298)
-40% of children born to married
parents will experience their parents
divorce.
-Children from divorced families
show poorer adjustment skills and
have academic problems.
F. Uses knowledge of cognitive changes in
students in early childhood through adolescence
(e.g., from an emphasis on concrete thinking to
the emergence and refinement of abstract
thinking and reasoning, increased ability to
engage in reflective thinking, increased focus on
the world beyond the school setting) to plan
developmentally appropriate instruction and
assessment that promote learning and
development.
CUIN 3323 Ch. 3. pg. 125
*Diversity and Differentiation
-Planning appropriate content and
differentiating instruction for all
students.
Ch. 9. pg. 342
*Piagets 4 Cognitive Stages of
Development
-Sensorimotor (birth-2yrs): begins to
recognize objects; can imitate
-Preoperational (2-7yrs): develop use
of language; begins ability to think
symbolically; can see another
persons point of view; lacks logical
mental operations at this stage
-Concrete Operational (7-11yrs): can
solve concrete problems in a logical
fashion; able to classify
-Formal Operational (11-adult): can
solve abstract problems in logical
fashion; has concern for social issues
INDS 3323 Children
Ch. 1 (p. 21-22)
-Children actively construct their
understanding of the world and go
through four stages of cognitive
development:
Sensorimotor Stage Birth-2
yrs. Infant construct their
understanding of the world
through coordinating sensory
experiences with physical
actions.
Preoperational Stage 2-7 yrs.
Representing the world
with words and images;
symbolic thinking.
Concrete Operational Stage
7-11 yrs.- reason logically
about concrete events and
classify objects into different

G. Understands that development in any one
domain (i.e., cognitive, social, physical,
emotional) impacts development in other
domains.
sets.
Formal Operational Stage 11-
Adulthood- Adolescent
reasons in more abstract,
idealistic, and logical ways.
CUIN 3323 Ch. 4 pg.147-149
*Different Theories in teaching,
which include:
Social Cognitive (Bandura)
Sociocultural (Vygotsky)
Behavioral (Skinner)
Needs (Maslow)
Cognitive (Weiner)
INDS 3323 Children
Ch.1 (p. 18-19)
Eriksons Theory:
- At each stage, a unique
development task confronts
individuals with a crisis that must be
resolved. Erikson says that this crisis
is not a catastrophe but a turning
point marked by both increased
vulnerability and enhanced potential.
The more successful an individual
resolves the crisis, the healthier his
 or her development will be.

H. Recognizes signs of developmental delays or CUIN 3323 Ch. 2 (p.57-58)

impairments in students in early childhood -Individuals with Disabilities
through grade 4. Education Act (IDEA):
Response to Intervention
(RTI)-provides services to
struggling students as early
as possible.
Universal screening
performed by schools to
ensure that struggling
students get help as early as
possible.

INDS 3323 Children

Ch. 11 (p.328-335)
-Learning disabilities a childs
difficulty in learning that involves
understanding/ using spoken
language & can appear in listening,
thinking, reading, writing, or
spelling.
-Reading, writing, and math
difficulties: dyslexia, dysgraphia,
dyscalculia
-Attention Deficit Hyperactivity
Disorder (ADHD) a disability in
which children consistently show
one or more of the following
characteristics: 1) inattention, 2)
hyperactivity, and 3) impulsivity.
-Speech disorders: 1) articulation
disorder, 2) voice disorders, and 3)
fluency disorders
-Sensory disorders include both
visual & hearing impairments
visual impairments:
 low vision and those
who are educationally
blind
hearing impairments:
education approaches
for children with
hearing impairments
are 1) oral approaches
and 2) manual
approaches
-Physical disorders impairments
that may require special services for
children, such as transportation,
physical therapy, school health
services, & psychological services
Orthopedic
impairments &
cerebral palsy
-Emotional & Behavioral Disorders
consist of serious, persistent
problems that involve relationships,
aggression, depression, fear, and
other socioemotional characteristics
-Autism Spectrum Disorders (ASDs)
ranges from severe disorder
labeled autistic disorder to a milder
disorder
o Includes: autistic
disorder & Asperger
syndrome
I. Knows the stages of play development (i.e.,
from solitary to cooperative) and the important
role of play in young children's learning and
development.
CUIN 3323 Ch. 4 pg. 149
*Vygotsky
-Learning communities
Social effect on childrens group
involvement. Social groups lead to
development of social skills.
S. Ch.10 pg. 304-307
- TYPES OF PLAY
1. Sensorimotor and Practice
2. Pretense and Symbolic
3. Social
4. Constructive
5. Games
INDS 3323 Children
Ch. 10 (p.305-306)
-Sensorimotor play: Behavior to
derive pleasure from exercising their
sensorimotor schemes. Infants
initially engage in exploratory and
playful visual and motor transactions
in the second quarter of the first year
of life. At 9 months of age, infants
begin to select novel objects for
exploration and play. At 12 months
of age, infants enjoy making things
work and exploring cause and effect.
-Practice play: The repetition of
behavior when new skills are being
learned or when physical or mental
mastery and coordination of skills
are required for games or sports.
Practice play declines in the
elementary school years, but
involves running, jumping, sliding,
twirling, and throwing balls.
-Pretense/symbolic play occurs when
the child transforms aspects of the
physical environment into symbols.
At 9 to 30 months of age, children
increase their use of objects in
symbolic play. They transform
objects substituting them for other
objects and acting toward them as if
they were other objects. A preschool
 child may treat a table as a car.
-Social play involves interaction
with peers. Increases dramatically
during the preschool years
and is the main context for social
interactions with peers for many
children.
-Constructive play combines
sensorimotor/practice play with
symbolic representation. It occurs
when children engage in the self-
regulated creation of a product or a
solution. Increases during the
preschool years as symbolic play
increases and sensorimotor play
decreases. Its a frequent form of
play in the elementary school years,
both inside and outside the
classroom.

J. Uses knowledge of the developmental CUIN 3323 Ch. 3 pg. 111

characteristics and needs of students in early Teacher planning
childhood through grade 4 to plan meaningful, *Working with standards
integrated and active learning and play 1.Identify standards
experiences that promote the development of the 2.analyze standards
whole child. 3.identify sub skills and knowledge
4.determine assessments

Ch. 3 pg. 116 Blooms Taxonomy

Ch. 3 pg. 112

*Instructional Objectives
INDS 3323 Children
Ch. 10 (p. 304-305)
-Play is essential for a childs health.
-Tensions are relieved in play and
children master anxiety and
conflicts.
-Play allows children to work off
energy.
-Advances childrens cognitive
development.

K. Recognizes that positive and productive
learning environments involve creating a culture
of high academic expectations, equity
throughout the learning community and
developmental responsiveness.
L. Recognizes the importance of helping
students in early childhood through grade 12
learn and apply life skills (e.g., decision-making
skills, organizational skills, goal-setting skills,
self-direction, workplace skills).
M. Knows the rationale for appropriate middle-
level education and how middle-level schools
are structured to address the characteristics and
needs of young adolescents.
-Helps to develop language and
communication skills.
CUIN 3323 Ch. 1 (p. 21)
-Classrooms must be learning
communities that are democratic and
socially just and hold high
expectations for all students.
CUIN 3323 Ch. 6 pg. 250-253
*Authentic Assessments
http://www.focusonthefamily.com/p
arenting/parenting-
challenges/teaching-kids-life-skills
-It is important that children through
adolescence learn life skills such as
how to interact with others, how to
manage time and money, and simple
skills on how to take care of
themselves.
CUIN 3323 Ch. 14 pg. 511
*features of effective schools
http://www.ascd.org/publications/bo
oks/106044/chapters/Middle-
Schools@-Social,-Emotional,-and-
Metacognitive-Growth.aspx
-At middle level schools, it is
important for the social, emotional,
and metacognitive development be
met for young adolescents. The
 schools must have a safe climate,
small learning communities,
personal adult relationships, positive
role models, meaningful curriculum,
and many other important features
for the school to successfully meet
their needs.
N. Recognizes typical challenges for students CUIN 3323
during later childhood, adolescence and young Ch. 2 pg. 82-84
adulthood (e.g., self-image, physical appearance, Ch. 4 pg. 145
eating disorders, feelings of rebelliousness, *Needs Theory
identity formation, educational and career -Self esteem
decisions) and effective ways to help students Ch. 4 pg. 147-149
address these challenges. *Sociocultural Theory
Ch. 4 pg. 162
*Build on students interests and
intrinsic values
INDS 3323 Children
Ch. 14 (p. 423)
-Girls have more negative body
images than boys do.
Ch. 14 (p.440-441)
-Anorexia nervosa-thinness through
starvation.
-Bulimia nervosa-binge and purge
pattern.

O. Understands ways in which student CUIN 3323 Ch 5 pg. 199-200

involvement in risky behaviors (e.g., drug and *Negative Antisocial behaviors
alcohol use, gang involvement) impacts INDS 3323 Children
development and learning. Ch. 16 (p.498-499)
-Causes of Delinquency:
- Poverty
- Unemployment
- Alienation
- Low parental control
- Peer relations
-Can cause low self-control, low
intelligence, poor decision making,
and ineffective social information
processing.
P. Demonstrates knowledge of the importance of
peers, peer acceptance and conformity to peer
group norms and expectations for adolescents
and understands the significance of peer-related
issues for teaching and learning.
CUIN 3323 Ch. 4 pg. 164 Individuals
invest energy in pursuit of
achievement, affiliation, and influence
as well as to satisfy needs for choice
and self-determination.
Ch. 4 pg. 165 Satisfying affiliative
needs is important, it is the peer group
that students look to for satisfying this
need. Some things you can do is
make sure all students in class know
one anothers names and some
personal information about each other.
You can also initiate cooperative goal
and reward structures. You can also
take time to help students in the
classroom develop as a group.
Ch. 4 pg. 144 Maslows needs theory
emphasizes individuals are aroused to
action by innate needs and intrinsic
pressures. The need for belonging and
love is a lower-level need that must be
meet in order to spend the energy
satisfying their higher-level needs.
INDS 3323 Children
Ch. 10 (p.303-304)
-Childrens development is strongly
influenced by what goes on in social
contexts, such as in peer groups, at
play, or while watching television.
One of the most important functions
of a childs peer group is to provide
a source of information and
comparison about the world outside
the family.
-Children evaluate what they do in
terms of whether it is better than, as
good as or worse than what other
children do.
-Good peer relations can be
necessary for
 normal socioemotional development.

-Withdrawn children who are

rejected by peers or victimized and
feel lonely are at a risk for
depression.
-Children who are aggressive with
their peers are at risk for developing
several problems, such as
delinquency and dropping out of
school.

COMPETENCY 002
THE TEACHER UNDERSTANDS STUDENT DIVERSITY AND KNOWS HOW TO
PLAN LEARNING EXPERIENCES AND DESIGN ASSESSMENTS THAT ARE
RESPONSIVE TO DIFFERENCES AMONG STUDENTS AND THAT PROMOTE ALL
STUDENTS' LEARNING.

A. Demonstrates knowledge of students with CUIN 3323 Ch. 2 pg. 43 (Caliendo

diverse personal and social characteristics (e.g.,
those related to ethnicity, gender, language
background, exceptionality) and the significance
of student diversity for teaching, learning and
assessment.
strives to fully understand where her
students come from)
Ch. 3 pg. 125-126 (diversity and
differentiation through planning)
CUIN 3323 Ch. 2 (p.65)
-Increased movement of diverse
groups of people into the U.S.

B. Accepts and respects students with diverse
backgrounds and needs.
C. Knows how to use diversity in the classroom
and the community to enrich all students'
learning experiences.
D. Knows strategies for enhancing one's own
understanding of students' diverse backgrounds
and needs.
-Predominant minority student
population in schools are African
Americans and Hispanics.
-Important for students to understand
different values and ways of doing
things.
CUIN 3323 Ch. 2 pg. 43 (Caliendo
strives to fully understand where her
students come from)
INDS 3323 Children
Ch. 10 (p.301-302)
-Different ethnic groups.
-Transitional families.
-Socioeconomic status.
CUIN 3323 Ch. 2 pg. 55-86
*Culture, Ethnicity, and Race.
*Working with Students in Racially
and Culturally Diverse Classrooms.
*Religious Diversity.
*Social Class differences and Poverty.
CUIN 3323 Ch. 4 (p.166-167)
-Diversity and Differentiation
-Using Multidimensional Tasks
CUIN 3323 Ch. 12 pg. 458-459
*In Diversity and Differentiation
boxes --
*Adapting Discussions for Diverse
Learners.
*Student diversity presents a
particular set of opportunities and
challenges.
CUIN 3323 Ch. 2 (p.66-68)
-Perspectives on culture, ethnicity,
and race.
-Cultural deficits versus cultural
differences.
-Cultural discontinuity.
E. Knows how to plan and adapt lessons to
address students' varied backgrounds, skills,
interests and learning needs, including the needs
of English-language learners and students with
disabilities.
CUIN 3323 Ch. 2 pg. 55-60
Understands how to include all
children in their classrooms and
follow the correct rules and
procedures for students with
disabilities and different learning
needs.
Ch. 2 pg. 60-65
Understands the changes that need to
be made and follows them in order for
students that are gifted to be
successful in the classroom.
CUIN 3323 Ch.2 (p.71-72)
-Creating a culturally relevant
curriculum.
-Differentiating instruction and
attending to learner differences.
F. Understands cultural and socioeconomic
differences (including differential access to
technology) and knows how to plan instruction
that is responsive to cultural and socioeconomic
differences among students.
CUIN 3323
Ch. 2 pg. 68-74
*Teachers must have deep cultural
understandings and sensitivities in
order to work successfully with
minority children.
*Must be aware of cultural differences
and how it can affect the student's
behavior
*Should reach out and make
connections with the students
families and and their cultural worlds.
Ch. 2 pg. 83-86
*Must understand that students of low
social classes may experience more
issues (malnutrition, poor health, lack
of food and clothes, as well as
speaking a different language).
*These differences can affect the way
the student learns and how they are
treated by others.
*Must also be aware of lack of
technology used outside of the
classroom.
CUIN 3323 Ch. 3 (p.125-126)
-Differentiation through planning
Keep learning objectives the
same for all students.
Vary time.
Adapt materials.
Use different learning
activities.
Vary the learning objectives.
G. Understands the instructional significance of
varied student learning needs and preferences.
H. Knows the ELPS in the domains of listening
and speaking in accordance with the
proficiency-level descriptors for the beginning,
intermediate, advanced and advanced- high
levels.
I. Knows the ELPS in the domains of reading
and writing in accordance with the proficiency-
level descriptors for beginning, intermediate,
advanced and advanced- high levels.
COMPETENCY 003
THE TEACHER UNDERSTANDS PROCEDURES FOR DESIGNING EFFECTIVE AND
COHERENT INSTRUCTION AND ASSESSMENT BASED ON APPROPRIATE
LEARNING GOALS AND OBJECTIVES.
CUIN 3323 Ch. 2 pg. 54
*Differences in Cognitive and
Learning Styles. For a long time
psychologists have observed that
people differ in how they perceive and
process information.
CUIN 3323 Ch. 13 (p. 482-489)
-Differentiated instruction is done
because every child learns
differently. It is done by focusing on
each students interests, needs, and
readiness. Teachers must focus on
learning objectives, attend to student
differences, integrate instruction and
assessment, have students participate
no matter what, student
collaboration, and modify content.
CUIN 3323 Ch. 12 pg. 362-367
*Dual and second Language
acquisition
http://www.elltx.org/docs/ELPS-
TELPAS_Proficiency_Level_Descri
ptors.pdf
-Lists the proficiency level
descriptors for listening and
speaking.
CUIN 3323 Ch. 12 pg. 366-367
In order for ELLs to be successful,
they must acquire both social and
academic proficiencies in English.
http://www.elltx.org/docs/ELPS-
TELPAS_Proficiency_Level_Descri
ptors.pdf
-Lists the proficiency level
descriptors for reading and writing.
A. Understands the significance of the Texas
Essential Knowledge and Skills (TEKS) and of
prerequisite knowledge and skills in determining
instructional goals and objectives.
CUIN 3323 Ch. 3 pg. 96 Perspective
on planning.Good planning involves
allocating the use of time, choosing
appropriate content and methods of
instruction, creating student interest,
and building a productive
environment. Teacher plans goals and
objectives accordingly.
Ch. 3 pg. 105-125: The Specifics of
Planning. The curriculum and
performance standards adopted by
professional associations , in turn,
influences the curriculum
frameworks, performance content
standards, and the assessments
developed by national, state, and local
curriculum committees.Instructional
objectives describe a teachers intent
for student learning.The teacher
decides what is worthy of teaching in
their own context and perspective and
assessments.
CUIN 3323
TEKS (Texas Essential Knowledge
and Skills)
http://tea.texas.gov/curriculum/teks/
This site provides information on the
Texas Essential Knowledge and
Skills (TEKS), which are the state
standards for what students should
know and learn.
B. Uses appropriate criteria to evaluate the
appropriateness of learning goals and objectives
(e.g., clarity; relevance; significance; age-
appropriateness; ability to be assessed;
responsiveness to students' current skills and
knowledge, background, needs and interests;
alignment with campus and district goals).
C. Uses assessment to analyze students'
strengths and needs, evaluate teacher
effectiveness and guide instructional planning
for individuals and groups.
CUIN 3323 Ch. 7 pg. 288-292
Gaining Attention, Explaining Goals,
and Establishing Set. Effecting
instructio using any instructional
model requires teachers to take an
initial step and getting students
attention and motivate them to
participate in the lesson. In order to
get students ready to learn , the
teacher gets students attention and
goes over the main focus of a lesson.
CUIN 3323 Ch. 3 (p.112-113)
Instructional objectives.
Behavioral objectives.
Student behavior.
Testing situations.
Performance criteria.
CUIN 3323 Ch. 6 pg. 224
Theoretical and Empirical Support.
Effects of Assessments and Grades on
Student Motivation and Learning. The
effects of assessments are that
formative assessment instruction
produces substantial gains in student
learning. Teacher assesses students on
subjects they are able to comprehend
more due to being interested in.
CUIN 3323 Ch. 6 (p. 221-224)
Assessment
Evaluation
Formative and Summative
Assessments
Quality
Value-Added Assessments
D. Understands the connection between various
components of the Texas statewide assessment
program, the TEKS and instruction and analyzes
data from state and other assessments using
common statistical measures to help identify
students' strengths and needs.
E. Demonstrates knowledge of various types of
materials and resources (including technological
resources and resources outside the school) that
may be used to enhance student learning and
engagement and evaluates the appropriateness of
specific materials and resources for use in
particular situations, to address specific
purposes and to meet varied student needs.
CUIN 3323 Ch. 6 pg. 229-237
The Teachers Role in Standardized
Testing. They can strive to get
students to see the test as an
opportunity to discover how much
they have learned rather than as a
burden. Teachers prepare their
students for standardized test,
administer them throughout test
taking, then discuss test results with
the students and their parents, such as
providing a diagnosis and give
feedback.
CUIN 3323
TEKS (Texas Essential Knowledge
and Skills)
http://tea.texas.gov/curriculum/teks/
This site provides information on the
Texas Essential Knowledge and
Skills (TEKS), which are the state
standards for what students should
know and learn.
CUIN 3323 Ch.3 pg. 125 & R.A
Ch.11 pg. 418
Planning Tools and Software. Using
the Web with Problem-Based
Learning. There are thousands of
websites that offers students virtual
educational experiences.
Ch. 13 pg. 488
Using technology to differentiate
instruction. Many multiple modalities
made available with computers and
associated technologies can appeal to
students with varying learning styles
and preferences.
CUIN 3327 Transforming Learning
with New Technologies
CUIN 3323 Ch. 3-Educational
technology learning standards for

F. Plans lessons and structures units so that
activities progress in a logical sequence and
support stated instructional goals.
students.
Ch. 5-Using the internet to teach
students how to search for
information.
Ch. 6-Using educational websites
and apps.
Ch. 9-Using multimedia tools, digital
videos, and presenting tools.
CUIN 3323 Ch. 3 pg. 112
A final step in the process of working
with standards is to design an
instructional sequence to teach in
some logical order the enabling
knowledge and precursory skills. In
most instances, the teachers
understanding of the standard will
influence this sequence, as will
building the blocks required for
getting there, and students prior
knowledge and understanding.
CUIN 3323 Ch. 3 (p.120-125)
-Daily, weekly, yearly planning.
-Themes and attitudes.
-Coverage.
-Cycles of the school year.
G. Plans learning experiences that provide
students with developmentally appropriate
opportunities to explore content from integrated
and varied perspectives (e.g., by presenting
thematic units that incorporate different
disciplines, providing intradisciplinary and
interdisciplinary instruction, designing
instruction that enables students to work
cooperatively, providing multicultural learning
experiences, prompting students to consider
ideas from multiple viewpoints, encouraging
students' application of knowledge and skills to
the world beyond the school).
H. Allocates time appropriately within lessons
and units, including providing adequate
opportunities for students to engage in
reflection, self-assessment and closure.
CUIN 3323 Ch. 3 pg. 131
Constructivist principles on learner-
centered planning are successful
learners over time and with support
create their own meaningful
representation of knowledge,
successful learners link new
information to existing knowledge in
meaningful ways, successful learners
think strategically and think about
their own learning, learning is
influenced significantly by
environmental factors such as culture
and instructional practices.
CUIN 3323 Ch. 11 pg. 411-412
-Scaffolding- Changing the level of
support in tasks over the course of a
teaching session.
-Logical sequencing.
INDS 3323 Children Ch. 9 pg.268
-DAP (developmentally appropriate
practice) involves:
1.Age appropriateness- development
2. Uniqueness of the individual child
(Chart P 269)
3. Social or cultural context
CUIN 3323 Ch. 3 pg. 127
Time is of the essence. As teachers,
we will have to take into
consideration the scheduling of the
school and their curriculum standards
as well as the needs of the students.
(Ex. Students may need more than one
day to catch onto a lesson that was
mean to be a one day lesson.)
Ch. 6 pg. 239-249
Self assessment, and peer assessment
as learning.
-Learning logs
CUIN 3323 Ch. 3 (p.126-128)
 -Time allocated for specific tasks.
-Time allocated to specific studies.
-Time allocated to students being
engaged in learning activities.
-Total time, attended time, available
time, planned academic time, actual
academic time, engaged time,
academic learning time.

COMPETENCY 004
THE TEACHER UNDERSTANDS LEARNING PROCESSES AND FACTORS THAT
IMPACT STUDENT LEARNING AND DEMONSTRATES THIS KNOWLEDGE BY
PLANNING EFFECTIVE, ENGAGING INSTRUCTION AND APPROPRIATE
ASSESSMENTS.

A. Understands the role of learning theory in the
instructional process and uses instructional
strategies and appropriate technologies to
facilitate student learning (e.g., connecting new
information and ideas to prior knowledge,
making learning meaningful and relevant to
students).
CUIN 3323 Ch. 3 pg. 131
*Successful learners link new
information to existing knowledge in
meaningful ways. *Learner-centered
planning includes students in the
planning process.
CUIN 3323 Ch. 8 (p.306-307)
Behavioral Theory-studying
observable human behavior instead
of human thought and cognition.
(Pavlov, Watson)

Social Cognitive Theory- what

humans learn comes from the
observation of others. (Bandura)
B. Understands that young children think
concretely and rely primarily on motor and
sensory input and direct experience for
development of skills and knowledge and uses
this understanding to plan effective,
developmentally appropriate learning
experiences and assessments.
C. Understands that the middle-level years are a
transitional stage in which students may exhibit
characteristics of both older and younger
children and that these are critical years for
developing important skills and attitudes (e.g.,
working and getting along with others,
appreciating diversity, making a commitment to
continued schooling).
D. Recognizes how characteristics of students at
different developmental levels (e.g., limited
attention span and need for physical activity and
movement for younger children; importance of
peers, search for identity, questioning of values
and exploration of long-term career and life
goals for older students) impact teaching and
learning.
CUIN 3323 Ch. 9 pg. 342
*Human Development and Concept
Learning.
Swiss psychologist Jean Piaget
developed a theory about how humans
develop and make sense of their
world.
CUIN 3323 Ch. 9 (p.336-338)
-Piagets concrete operational stage-
happens from age 7-11 and is when
the child can think logically about
concrete object.
-Types of thinking include higher
level thinking, critical thinking,
scientific thinking and reasoning,
and metacognitive thinking.
CUIN 3323 Ch. 9 pg. 342
Piagets theory on development and
cognitive development and the
development of important skills
children acquire up to 15 years old.
CUIN 3323 Ch. 2 (p.78-83)
-Nature of gender differences.
-Origins of gender differences.
-Stereotyping.
-Sexual identities, expressions, and
orientations.
CUIN 3323Ch. 2 pg. 80-83
Includes everything a middle-level
year would go thru, this includes
gender differences, educational
implications, sexual identities, social
class differences and poverty.
CUIN 3323 Ch. 2 (p.40-87)

E. Stimulates reflection, critical thinking and
inquiry among students (e.g., supports the
concept of play as a valid vehicle for young
children's learning; provides opportunities for
young children to manipulate materials and to
test ideas and hypotheses; engages students in
structured, hands-on problem-solving activities
that are challenging; encourages exploration and
risk-taking; creates a learning community that
promotes positive contributions, effective
communication and the respectful exchange of
ideas).
-Diverse classrooms.
-Learning abilities.
-Culture, Ethnicity, Race.
-Gender differences.
-Students with disabilities.
CUIN 3323 Ch. 9 pg. 355
Conducting inquiry-based lessons,
teachers primary role when
conducting an inquiry based lesson is
to facilitate the phases of the inquiry
process to help students be attentive
and reflective about their thinking
process.
CUIN 3323 Ch. 9 (p.334)
Concept and Inquiry-Based
Teaching:
-Higher level thinking.
-direct presentation.
-Concept attainment approach.
-Students formulate hypothesis.
CUIN 3323 Ch. 11 (p.404)
-Problem-Based Learning-the
presentation of authentic and
meaningful situations that serve as
foundations for student investigation
and inquiry.
F. Enhances learning for students by providing CUIN 3323 Ch. 9 pg. 353-354
age-appropriate instruction that encourages the
Inquiry based teaching is developed
use and refinement of higher-order thinking
for the purpose of teaching students
skills (e.g., prompting students to explore ideas
how to think.
from diverse perspectives; structuring active
learning experiences involving cooperative CUIN 3323 Ch.10 (p.368)
learning, problem solving, open-ended Cooperative Learning:
questioning and inquiry; promoting students' -Group activities.
-Socially interactive.
development of research skills).
-Higher-order thinking.
-Aims, present information, learning
teams, assist teamwork, test, provide
recognition.

G. Teaches, models and monitors organizational CUIN 3323 Ch. 3 pg. 96

and time-management skills at an age-
appropriate level (e.g., establishing regular
places for classroom toys and materials for
young children, keeping related materials
together, using organizational tools, using
effective strategies for locating information and
organizing information systematically).
H. Teaches, models and monitors age-
appropriate study skills (e.g., using graphic
organizers, outlining, note-taking, summarizing,
test-taking) and structures research projects
appropriately (e.g., teaches students the steps in
research, establishes checkpoints during
research projects, helps students use time-
management tools).
Good planning involves allocating the
use of time choosing appropriate
context of methods of instruction,
creating students interest and building
a productive learning environment
CUIN 3323 Ch. 7 (p.270)
Presenting and Explaining:
-Teacher centered.
-Clarify aims of the lesson.
-Presentation of an advanced
organizer.
-Presentation of factual knowledge.
-Checking students understanding.
CUIN 3323 Ch. 9 pg. 347
graphic organizers and concept maps
CUIN 3323 Ch. 11 pg. 412-420
planning and conducting problem-
based lessons
CUIN 3323 Ch. 8 (p.303)
Direct Instruction:
-Step by step.
-Task oriented.
-Students actively engaged.
-Academic learning tasks.
I. Analyzes ways in which teacher behaviors
(e.g., teacher expectations, student grouping
practices, teacher-student interactions) impact
student learning and plans instruction and
assessment that minimize the effects of negative
factors and enhance all students' learning.
J. Analyzes ways in which factors in the home
and community (e.g., parent expectations,
availability of community resources, community
problems) impact student learning and plans
instruction and assessment with awareness of
social and cultural factors to enhance all
students' learning.
CUIN 3323 Ch. 2 pg. 48-49
the self-fulfilling prophecy, and
sustaining expectation effect
CUIN 3323 Ch. 1 (p.20-21)
-Effective teachers develop authentic
relationships with their students,
parents and other staff. Create
socially just classrooms. They know
their subject matter and can teach it
effectively. Give student motivation
and feedback.
-Qualities of a teacher include being
warm and loving towards students
and have a passion for learning.
CUIN 3323 Ch. 2 pg. 65-86
Take into account culture, race, and
ethnicity cultural difference theory.
Acquire cultural competence. create
culturally relevant curriculum to teach
students to respect and value
diversity. Account for all types of
diversity including religious,
language, gender, poverty, class
differences, and SES
CUIN 3323 Ch. 2 (p.83)
-Social class differences.
-Poverty.
Ch. 8 (p.321)
-Parents feel they cannot help
students with homework.
-Leads to family stress.
INDS 3323 Children
Ch.1 p.8
SES- an individuals position within
society based on occupational,
educational, and economic
characteristics.
K. Understands the importance of self-directed CUIN 3323
learning and plans instruction and assessment Ch.9 pg. 334
that promote students' motivation and their sense Concept and inquiry-based teaching
of ownership of and responsibility for their own Ch.10 pg. 368
learning. Cooperative Learning
Ch.11 pg. 404
problem-based learning
Ch.12 pg. 436
Classroom discussion
Ch.13 pg 470
Using multiple approaches to teaching
and differentiation
CUIN 3323 Ch.10 (p.368)
Cooperative Learning:
-Group activities.
-Socially interactive.
-Higher-order thinking.
-Aims, present information, learning
teams, assist teamwork, test, provide
recognition.

L. Analyzes ways in which various teacher roles
(e.g., facilitator, lecturer) and student roles (e.g.,
active learner, observer, group participant)
impact student learning.
CUIN 3323 Ch.1, pg. 6-7
teacher role expectations
CUIN 3323 Ch. 14 (506-507)
-Norms are used in the classroom to
set expectations of the students and
the teacher. -Roles exist in the
classroom to keep organization
between the teacher and students.

M. Incorporates students' different approaches to CUIN 3323 Ch.2 pg. 54-55

learning (e.g., auditory, visual, tactile,
kinesthetic) into instructional practices.
Individuals also approach learning in
different ways. Some students are
more visually oriented, whereas others
prefer to obtain information through
auditory channels.
CUIN 3323 Ch. 2 (p.54-55)
-Cognitive styles-Some students
learn by seeing the picture as a
whole, and others learn by seeing the
picture in different parts.

N. Provides instruction to ensure that students
can apply various learning strategies (e.g., using
prior knowledge, metacognition, graphic
organizers) across content areas, in accordance
with the ELPS.
-Learning styles-in context is when
children acquire skills and
knowledge when needed and in real
life situations. Out of context is
when a child learns in parts and it is
unconnected to real life situations.
-Learning preferences- students have
a preference to different types of
learning environments and
modalities.
CUIN 3323 Ch.6 pg. 236
Prior knowledge refers to knowledge
and skills held by students before they
receive instruction. By listening
carefully to students and by asking
probing questions, teachers can get
additional cues about students prior
knowledge on almost any topic.
Ch.7 pg. 275
Metacognitive knowledge is
knowing about knowing or ones
knowledge about cognition in general
as well as awareness of ones
cognitive processes. Possession of
metacognitive knowledge is an
important factor in how well students
can regulate and monitor their own
learning.
Ch.9 pg. 347
Graphic organizers and concept maps
provide visual images and are a good
way for students to link new
information. It provides students with
an effective means for retrieving
information from long-term memory
so new concepts can be more easily
understood.
CUIN 3323 Ch. 2 (p.74)
-Learning strategies.
Ch. 6 (p.235-236)
-Prior knowledge is the knowledge
and skills held by students before
they receive instruction and is used
in differentiating instruction.
Ch. 9 (p.338)
-Metacognitive thinking is thinking
about thinking and it helps increase
students awareness of their own
thoughts.
Ch. 9 (p. 327)
-Graphic organizers are used to
visually represent critical attributes
and concepts to students.
O. Provides instruction in a manner that is
linguistically accommodated (communicated,
sequenced and scaffolded) to the student's level
of English-language proficiency to ensure that
the student learns the knowledge and skills
across content areas, in accordance with the
ELPS.
CUIN 3323 Ch. 1 pg. 9
*Diversity.
-One of the most complex challenges
facing twenty-first century teachers
has been to transform schools and
approaches to teaching that were
created in the late nineteenth and early
twentieth centuries, a time when most
of the students in schools had Western
European backgrounds and spoke
English, to the schools and
approaches required today to meet the
needs of a much more diverse student
population.
Ch. 2 pg. 76-78
*Language Diversity. On almost all
measure of academic achievement
they (ELLs) lag well behind their
English-speaking peers.
*Dialect Differences. In addition to
many major languages, the U.S. also
enjoys a rich diversity of dialects.
CUIN 3323 Ch.2 (p. 76-78)
-Curriculum and instruction must
have clear goals and objectives.
-Must include challenging material.
-Have guided and independent
practice along with meaningful
feedback.
-Teachers must get to know the
families and culture of the ELL
students.
-Modify instruction and use prior
knowledge.
P. Applies knowledge of the implications for
learning and instruction of the range of thinking
abilities found among students in any one grade
level and students' increasing ability over time to
engage in abstract thinking and reasoning.
CUIN 3323 Ch. 3 pg. 117
Blooms revised taxonomy is 2D.
One dimension, the knowledge
dimension, describes different types
of knowledge and organizes
knowledge and organizes knowledge
into four categories: factual
knowledge, conceptual knowledge,
procedural knowledge, and
metacognitive knowledge. These
categories lie along a continuum from
very concrete knowledge (factual) to
the more abstract (metacognitive).
Dimension two is the cognitive
process which contains six categories:
remember, understand, apply, analyze,
evaluate, and create.
http://www.learner.org/courses/learn
ingclassroom/support/11_learning_tr
ansfer.pdf
- All new learning involves transfer
to some extent; learning can be
transferred from one problem to
another, from one class to another,
between home and school, and
between school and the workplace.
-Researchers have found that a
number of factors influence a
learners ability to understand or
apply new knowledge:
The nature of the initial learning
experience,
The contexts for both the initial
learning and the new situation to
which it may apply.
The ability of learners to see
similarities and differences across
situations.
Learners metacognitive abilities
to reflect on and monitor their own
learning.
COMPETENCY 005
THE TEACHER KNOWS HOW TO ESTABLISH A CLASSROOM CUMATE THAT
FOSTERS LEARNING. EQUITY AND EXCELLENCE AND USES THIS KNOWLEDGE
TO CREATE A PHYSICAL AND EMOTIONAL ENVIRONMENT THAT IS SAFE AND
PRODUCTIVE.
A. Uses knowledge of the unique characteristics
and needs of students at different developmental
levels to establish a positive, productive
classroom environment (e.g., encourages
cooperation and sharing among younger
students; provides middle-level students with
opportunities to collaborate with peers;
encourages older students' respect for the
community and the people in it).
B. Establishes a classroom climate that
emphasizes collaboration and supportive
interactions, respect for diversity and individual
differences and active engagement in learning
by all students.
CUIN 3323 Ch. 4 pg. 167-168
It is important for teachers to show
students that they have a voice in
classroom decision making and that
classroom life will be more satisfying
if tensions among students can be
resolved. Classroom meetings,
conflict resolution, and active
listening are techniques that can be
used to encourage cooperation and
collaborating.
CUIN 3323 chapter 4; pgs 155-160
-Encouragement and motivation are
important to a students learning.
The teacher should keep a positive
tone when speaking to the students
to keep a good class environment.
CUIN 3323 Ch. 4 pg. 154-15
Goal and reward structures
(cooperative goal, competitive goal,
individualistic goal)
Ch. 10 pg. 391
organize students in study teams
Ch. 10 pg. 394-396
social skills , communication skills,
and group skills
CUIN 3323 chapter 10; pgs 390-
396
-The teacher should accommodate
for all learners as the environment
may be totally diverse.
C. Analyzes ways in which teacher-student
interactions and interactions among students
impact classroom climate and student learning
and development.
D. Presents instruction in ways that
communicate the teacher's enthusiasm for
learning.
E. Uses a variety of means to convey high
expectations for all students.
CUIN 3323 Ch. 4 pg. 140-142
* Perspective on classrooms as
learning communities (Table 4.1)
-Theoretical and Empirical Support
*perspectives about human
motivation
*behavioral theory
http://serc.carleton.edu/NAGTWorks
hops/certop/imp_ssi.html
-Describes interactions between
students in the classroom and its
importance.
CUIN 3323 Ch. 10 pg. 392
Helping with transitions; (3) different
steps
CUIN 3323 chapter 1; 26-27
-The teacher should show
enthusiasm in delivering instructions
in order to keep students engaged.
CUIN 3323 Ch. 2 pg. 47
Differential treatment of students-
Self-Fulfilling prophecy and the
effects of teacher expectations on
student achievement and self-esteem.
Ch. 2 pg. 48
Teacher expectations
Expectations create a cyclical pattern
of behaviors on the part of both
teachers and students.
http://oureverydaylife.com/communi
cate-high-expectations-elementary-
students-3650.html
-Describes the importance of
explaining the expectations of the
course.
CUIN 3323 chapter 5; pgs 180
-Using rewards and punishments to
communicate to the students the
correct things to do.
F. Knows characteristics of physical spaces that
are safe and productive for learning, recognizes
the benefits and limitations of various
arrangements of furniture in the classroom and
applies strategies for organizing the physical
environment to ensure physical accessibility and
facilitate learning in various instructional
contexts
G. Creates a safe, nurturing and inclusive
classroom environment that addresses students'
emotional needs and respects students' rights
and dignity.
COMPETENCY 006
THE TEACHER UNDERSTANDS STRATEGIES FOR CREATING AN ORGANIZED
AND PRODUCTIVE LEARNING ENVIRONMENT AND FOR MANAGING STUDENT
BEHAVIOR.
CUIN 3323 Ch. 3 pg. 129
Space, a critical element. The
arrangement of classroom space is
critical and does not have simple
solutions. the way that space is used
influences how classroom participates
relate to one another and what
students learn.
CUIN 3323 chapter 3; pgs 129-130
-The arrangement of the classroom
space is critical. The way that the
space is used does influence what
students learn and how classroom
participants relate to each other.
CUIN 3323 Ch. 2 pg. 53
The important thing about emotional
intelligence for teachers is to
recognize emotion as an ability and
realize that it can be influenced like
other abilities.
Ch. 2 pg. 56
The concept of inclusion followed on
the heels of mainstreaming and
promoted a wider goal-including all
students, even those with severe
disabilities, in regular classrooms.
http://www.educationworld.com/a_c
urr/creating-safe-classroom-
environment-climate.shtml
-Describes what makes a great
classroom environment and the
importance of creating a safe
environment.
A. Analyzes the effects of classroom routines
and procedures on student learning, and knows
how to establish and implement age-appropriate
routines and procedures to promote an organized
and productive learning environment.
B. Demonstrates an understanding of how young
children function in groups and designs group
activities that reflect a realistic understanding of
the extent of young children's ability to
collaborate with others.
C. Organizes and manages group activities that
promote students' ability to work together
cooperatively and productively, assume
responsible roles and develop collaborative
skills and individual accountability.
CUIN 3323 Ch. 3 pg. 115
Cognitive processes are the ways of
thinking engaged in by students.
Ch. 5 pg. 185-191
Effective teachers spend time
teaching procedures to students in the
same way they teach academic matter.
CUIN 3323 chapter 4; pgs 151-155
-Good classroom structure is ways
classrooms are organized around
participation and learning tasks and
the ways rewards and goals are
defined.
CUIN 3323 Ch. 3 pg. 105
*Teacher Planning
-Planning influences what students
learn.
Ch. 10 pg. 391-396
Teachers should help students polish
communication skills to ensure
success in group learning
environments.
CUIN 3323 chapter 10; pgs 391-396
-Transitioning into small groups is
assisted by writing directions on the
board and having students break
apart and give each group a specific
task. Also, teaching cooperation
amongst others is an important
aspect of cooperative learning.
CUIN 3323 Ch. 4 pg. 142-145
Teachers use positive reinforcers, as
well as intrinsic and extrinsic
motivations, to stimulate students
desired behavior.
Ch. 4 pg. 167-169
There are four stages to follow to
facilitate effective group

D. Recognizes the importance of creating a
schedule for young children that balances restful
and active movement activities and that provides
large blocks of time for play, projects and
learning centers.
E. Schedules activities and manages time in
ways that maximize student learning, including
using effective procedures to manage
transitions; to manage materials, supplies and
technology; and to coordinate the performance
of non-instructional duties (e.g., taking
attendance) with instructional activities.
development.
CUIN 3323 chapter 10; pgs 393-
396
-Teaching cooperation amongst
others is an important aspect of
cooperative learning. To help
students cooperate requires attention
to kinds of tasks that are assigned to
small groups and also for teachers to
teach them important group and
social skills such as tasks
interdependence, social,
communication and group skills.
CUIN 3323 Ch. 4 pg. 153
Teachers should have clear classroom
tasks to show students what is
expected of them.
Ch. 10 pg. 385-387
An important planning task for
cooperative learning is deciding how
to use time and space.
CUIN 3323 chapter 5; pg 161
-Teachers plan and orchestrate well-
conceived group activities that will
flow smoothly.
CUIN 3323 Ch. 5 pg. 177-213
*This whole chapter addresses
classroom management.
Ch. 5 pg. 190-193
*The teacher can maximize student
learning by having student helpers,
establish routines, and write
instructions on the board ahead of
time so students can get started on the
lesson as soon as they walk in the
classroom.
http://www.scholastic.com/teachers/
article/time-management-strategies
-Describes ways to manage time in
the classroom.
http://teacher.scholastic.com/classro

F. Uses technological tools to perform
administrative tasks such as taking attendance,
maintaining grade books and facilitating
communication.
om_management_pictures/
-Describes how to schedule activities
and routines in the classroom.
CUIN 3323 Ch. 3 pg. 124
*There are many softwares that
facilitate administrative tasks. There
are softwares which allow teachers to
make a bulletin board and post on it,
which could be a way to communicate
with students. There are also time
management tools which help the
teacher stay organized.
Ch. 6. pg. 259
*Electronic grade books facilitate a
teachers work. Grade book software
allows the teacher to give different
assignments a different weight and it
does all the calculation.
CUIN 3323 chapter 8; pgs 315-316
-Teachers can use things like
multimedia presentations, interactive
whiteboards, and student responders
for instructional purposes or a quick
assessment that keeps students
engaged.
G. Works with volunteers and paraprofessionals
to enhance and enrich instruction and applies
procedures for monitoring the performance of
volunteers and paraprofessionals in the
classroom.
CUIN 3323 Ch. 8 pg. 321
*The teacher should provide parents,
who want to help their children and
other students, with clear guidelines
and instructions, encourage them to be
accessible, and let them know that
they arent expected to be experts but
that they do play an important role.
Ch. 14 pg. 520-521
*When parents volunteer, they can be
very useful in childrens success, with
proper encouragement and training.
http://www.calstatela.edu/sites/defau
lt/files/centers/spedintern/hints10the
paraprofessional.pdf
-Describes how to work with a
paraprofessional in your room.
H. Applies theories and techniques related to
managing and monitoring student behavior.
CUIN 3323 Ch. 5 pg. 177-213
*This whole chapter addresses
classroom management.
Ch. 5 pg. 180-185
*There are 3 traditions which have
guided the research on classroom
management, which are: behavioral
theory, ecological and group
processes perspectives, and child-
centered views. The behavioral theory
emphasizes the centrality of external
events in directing behavior and the
importance of positive and negative
reinforcers. In ecological and group
processes, it is not the way teachers
discipline their students but instead
how the classroom as a group is
coordinated and managed that make a
difference. In child-centered
traditions, promotes that curriculum
should aim at promoting students
development, meeting their social and
emotional needs and academic needs.
CUIN 3323 Ch. 9 pg. 342-343
*These two pages address human
development. These pages emphasize
on Piaget. Piaget developed a theory
about how humans develop and make
sense of their world. There are four
stages of cognitive development in
Piagets theory, which are:
sensorimotor, preoperational, concrete
operational, and formal operational.
CUIN 3323 chapter 5; pgs 180
-Teachers apply behavioral
principles by using rewards in the
form of grades, praise, and privileges
to reinforce desired behavior.
Teachers also use punishments such
as bad grades, loss of privileges, and
reprimands to discourage undesirable
actions.
I. Demonstrates awareness of appropriate
behavior standards and expectations for students
at various developmental levels.
J. Applies effective procedures for managing
student behavior and for promoting appropriate
behavior and ethical work habits (e.g., academic
integrity) in the classroom (e.g., communicating
high and realistic behavior expectations,
involving students in developing rules and
procedures, establishing clear consequences for
inappropriate behavior, enforcing behavior
standards consistently, encouraging students to
monitor their own behavior and to use conflict
resolution skills, responding appropriately to
various types of behavior).
COMPETENCY 007
THE TEACHER UNDERSTANDS AND APPLIES PRINCIPLES AND STRATEGIES
FOR COMMUNICATING EFFECTIVELY IN VARIED TEACHING AND LEARNING
CONTEXTS.
CUIN 3323 Ch. 9 pg. 342-343
*These two pages address human
development. These pages emphasize
on Piaget. Piaget developed a theory
about how humans develop and make
sense of their world. There are four
stages of cognitive development in
Piagets theory, which are:
sensorimotor, preoperational, concrete
operational, and formal operational.
CUIN 3323 chapter 5; pgs 180-181
-Behavioral approaches emphasize
how to control the behavior of
individual students.
CUIN 3323 Ch. 5 pg. 180-211
Behavioral theory, classroom ecology,
child centered-traditions, establishing
rules and procedures, student
movement, student talk, downtime,
teaching rules and procedures,
maintaining consistency, preventing
interruptive behaviors with
smoothness and momentum, assertive
discipline, logical consequences,
FAIR approach, classroom meetings,
and the caring classroom.
CUIN 3323 chapter 5; pg 180
-The teachers use of rewards and
punishments helps manage their
behavior academically and
personally.
A. Demonstrates clear, accurate communication
in the teaching and learning process and uses
language that is appropriate to students' ages,
interests and backgrounds.
CUIN 3323 Ch. 5 pg. 188 Table 5.2
This table shows the appropriate level
of rules for elementary student and
high school students. The younger
students, need rules that are clear and
shorter so they can understand and
remember the rule. For high
schoolers, the rules can be more in
depth. All rules need to be displayed.
Ch. 4 pg. 160-165
In order to build a productive learning
environment in relation to a students
age, the teacher must
1. believe in students capabilities and
attend to alterable factors
2. avoid overemphasizing extrinsic
motivation
3. create learning situations with
positive feeling tones, 4) build on
students interests and intrinsic values
5. structure learning to accomplish
flow
6. use knowledge of results and dont
excuse failure
7. attend to students needs, including
the need for self-determination
8. attend to the nature of learning
goals and difficulty of instructional
tasks.
CUIN 3323 chapter 7; pgs 288-296
-The teacher begins with a clear
introduction, speaks clearly, and
makes sure students are
understanding the material being
taught.
B. Engages in skilled questioning and leads
effective student discussions, including using
questioning and discussion to engage all
students in exploring content; extends students'
knowledge; and fosters active student inquiry,
higher-order thinking, problem solving and
productive, supportive interactions, including
appropriate wait time.
CUIN 3323 Ch. 12 pg. 438-464
Discussion improves students
thinking and helps them develop their
own understanding of academic
content and what is happening in the
classroom . Discussion also promotes
Social content and allows student
involvement and engagement.
Teachers should ask more higher-
order or lower-order questions
depends on their instructional
objectives and on the students being
taught. Wait-time is the pause
between the teachers question and the
students response and between the
students response and the teachers
reaction. It is said that the more wait
time the longer and more aporia the
response will be developed.
Problem-based lessons centered on a
discrepant event encourage discussion
and help students become aware of
their own reasoning processes.
See Table 12.1 on student outcomes
on page 445
See Table 12.5 on Syntax for holding
discussion on page 452
CUIN 3323 chapter 7; pg 296
-Following the presentation of new
information, the teacher can ask the
students questions about the material
and see what they understand or
even have the students ask the
teacher questions. The teacher can
have the students discuss the new
information amongst themselves and
come to them if they have questions.
C. Communicates directions, explanations and
procedures effectively and uses strategies for
adjusting communication to enhance student
understanding (e.g., by providing examples,
simplifying complex ideas, using appropriate
communication tools).
D. Practices effective communication techniques
and interpersonal skills (including both verbal
and nonverbal skills and electronic
communication) for meeting specified goals in
various contexts.
CUIN 3323 Ch. 8 pg. 311
Learning progression process is used
to identify a set of subskills or
enabling knowledge that students
must develop an understanding for a
route to a more overall goal or
standard. Task analysis is a similar
tool. The central idea behind task
analysis is that complex
understandings and skills cannot be
learned at one time.
CUIN 3323 chapter 7; pgs 291-294
-Explaining the links used in the
presentations help learners to
understand relationships such as
cause and effect relationships.
Examples can give students a better
understanding of an unknown idea.
Analogies and metaphors can help
compare two ideas.
CUIN 3323 Ch. 10 pg. 394-396
Teachers should help students polish
communities skills.
Teachers should also not assume that
all students possess that social skills
needed.
Some techniques: Round robin, pair
checks, group skills, team building.
CUIN 3323 Ch. 12 pg. 451
Whole-class discussion needs
communication and interaction skills
are needed on the part of both teachers
and students. A teacher should focus
the discussion, keep it on track,
encourage participation, and keep a
visible record of it.
Ch. 12 pg. 462
illustrated in figure 12.5. Are some
tools provided, such as,hand signals,
cards, cube, ruler, and wheel.
 http://education.gov.gy/web/index.ph
p/teachers/tips-for-
teaching/item/1504-effective-
communication-tips-for-the-
classroom
-Describes tips for effective
communication in the classroom.

COMPETENCY 008
THE TEACHER PROVIDES APPROPRIATE INSTRUCTION THAT ACTIVELY
ENGAGES STUDENTS IN THE LEARNING PROCESS.
A. Employs various instructional techniques
(e.g., discussion, inquiry, problem solving) and
varies teacher and student roles in the
instructional process and provides instruction
that promotes intellectual involvement and
active student engagement and learning.
CUIN 3323 Ch. 9 pg. 339, 354, 407
*Concept Teaching
*Inquiry-based learning; determining
learner outcomes and identifying a
suitable problem for inquiry. Content
and process goals. Learner outcomes
for inquiry lessons: (1) gain
knowledge about inquiry focus, (2)
develop thinking and reasoning skills,
(3) develop metacognitive skills, and
(4) develop positive attitudes toward
inquiry and appreciation for the
tentativeness of knowledge.
*Problem-based learning: Driving
question or problem, interdisciplinary
focus, authentic investigation,
production of artifacts and exhibits,
and collaboration. Learner outcomes
for thinking and problem-solving
skills, adult role behaviors and
collaborative skills, and skills for
independent learning.
CUIN3323
Ch. 8 pg. 304-329
-Direct instruction is a teaching
approach aimed at helping students
learn the basic skills and knowledge
that ca be taught in a step by step
fashion.
-Also known as active teaching,
mastery teaching or explicit
instruction.
CUIN 3323
Ch. 9 pg. 353-362
-Inquiry based teaching is an
instructional approach that have been
developed for teaching students how
to think. The learner outcomes are to
gain knowledge about inquiry focus,
develop thinking and reasoning
skills, develop metacognitive skills
and develop a positive attitude

B. Applies various strategies to promote student
engagement and learning (e.g., by structuring
lessons effectively, using flexible instructional
groupings, pacing lessons flexibly in response to
student needs, including wait time).
towards inquiry and an appreciation
for knowledge.
CUIN 3323
Ch. 11 pg. 406-431
-PBL is the presentation of authentic
and meaningful situations that serve
as foundation for student
investigation and inquiry. Lessons
are organized around real life
situations that evade simple answers
and have different solutions.
Collaboration between the students
encourages shared inquiry and
dialogue and helps develop thinking
and social skills.
CUIN 3323
Ch. 12 pg. 438-464
-Discussion is a teaching crucial to
all approaches to teaching but can
stand alone. The term discussion
describes the procedures the students
to use to encourage verbal
communication between the
students. Teachers will use the term
discussion but researchers use the
term discourse because it reflects
their interest in patterns of exchange
and communication found it the
classroom.
CUIN 3323
Ch. 8 pg. 305
Ch. 12 pg. 443
*Wait time; The pause between a
teachers question and the students
response and between the response
and the teachers subsequent reaction
or follow-up question
*Direct Instruction; the type of learner
outcomes it produces, its syntax or
overall flow of instructional activities,
and its learning environment.
CUIN 3323 Ch. 12 pg. 443

C. Presents content to students in ways that are
relevant and meaningful and that link with
students' prior knowledge and experience.
-Wait time is a pause between the
teacher's question and the response
from the student and between the
response of the students and the
reaction of the teacher.
CUIN 3323 Ch. 12 pg. 473
-Repertoire is the number and variety
of approaches and strategies teachers
have at their command.
Effectiveness is enhanced only when
teachers use different approaches to
teaching.
CUIN 3323 Ch. 13 pg. 489
-Flexible grouping is when you put
students in smaller groups for
specific subjects in the same
classroom.
CUIN 3323
Ch. 3 pg. 188-191
*Set Induction: Captures the students
attention and interest. Set induction
allows students to relate new material
and connect to previous learned
material.
*Objectives: The purpose of the
lesson. The TEKs you are following
*Methodology: the lesson is presented
in a logical and engaging manner for
the students.
CUIN 3323 Ch. 6 pg. 236
-Prior knowledge is the knowledge
and skills that the students have
before they receive instruction.
Asking probing questions can help
the teacher to understand the
students prior knowledge.
CUIN 3323 Ch. 7 pg. 275-270
-An individuals schema affects the
way that knowledge is stored and
organized. Students schema
influences students prior knowledge
and makes implications for teaching
clear. Teachers lessons need to make

D. Applies criteria for evaluating the
appropriateness of instructional activities,
materials, resources and technologies for
students with varied characteristics and needs.
a connection to what students now
and help students understand new
materials. Things like graphic
organizers help to make information
more meaningful to the student.
CUIN 3323
Ch. 3 pg. 188-191
*Reflection: thoughtful reflections on
the lesson. Reflect on student learning
through student assessments; focuses
on growth, strength, and
modifications.
CUIN 3323 Ch. 8 pg.323
-Teachers much adapt their lessons
to their students in order to make
them effective because all students
are different. To be an effective
teacher, he or she must:
1. Vary the structure of the
lesson which will allow for a
structured environment for
low achieving students and
will provide opportunities for
exploration for higher
achieving students.
2. Vary the nature of
presentations and
demonstrations that will
confine presentations for
low-achieving students and
extends beyond basic skills
and ideas for higher
achieving students.
3. Vary the nature of interaction
based on prior knowledge of
the students.
4. Vary the nature of

E. Engages in continuous monitoring of
instructional effectiveness.
engagement and support
meaning that you need to
provide continuous support
for low achieving, dependent
students and allow for more
independence for the higher
achieving students and allow
them to do things on their
own.
Vary the use of practice, seatwork,
and homework to ensure practice and
homework are understood for all
students while less review and
independent practices are required.
CUIN 3323
Ch. 6 pg. 237
*Response techniques: collect
information from students as the
lesson is progressing.
*Whiteboards: To see if students
understand the main ideas of the
lesson or if they are confused
*Traffic lights: A cone or cup one
green, red, and yellow. Students put
the appropriate colored cup on top to
identify where they are in the
lesson. Green-good/understand.
Yellow-Confused/has questions. Red-
Dont understand/need reteach
CUIN 3323 Ch. 6 pg. 237-238
-Teachers have a variety of informal
response techniques to collect
information from students. Two
examples are white board and traffic
lights. Teachers provide the students
with corrective feedback which
provides students with information
of how they are doing. Teachers also
do this by assessing students of a
frequent basis. Research shows that
5 to 10 assessments should be given
over a unit of study and at least two
or three weekly for each particular

F. Applies knowledge of different types of
motivation (i.e., internal, external) and factors
affecting student motivation.
subject.
CUIN 3323
Ch.4 pg. 140-167
*Perspective on Classrooms as
Learning Communities. The process
of developing classrooms as learning
communities necessitates that teachers
attend to many features of their
students.
*Fusion of the individual and the
group
*Table 4.1 pg. 142
-Perspectives about Human
Motivation
-Facilitate Group Development and
Cohesion.
CUIN 3323 Ch. 6 pg. 237-238
-Teachers have a variety of informal
response techniques to collect
information from students as the
lesson is progressing. Two of these
are whiteboards and traffic lights.
Teachers also provide students with
corrective feedback which provides
students with information about how
well they are doing.
G. Employs effective motivational strategies
and encourages students' self-motivation.
H. Provides focused, targeted and systematic
second language acquisition instruction to
English-language learners in grade 3 or higher
who are at the beginning or intermediate level of
English-language proficiency in listening and/or
speaking in accordance with the ELPS.
CUIN 3323
Ch. 1 pg. 20-21
*Establishing authentic relationships
with students and teaching with a
passion.
CUIN 3323 Ch.4 pgs. 160-169
-Some effective motivational
strategies that can be used are 1.
avoid overemphasizing extrinsic
motivation 2. create learning
situations with positive feeling tones
3. build on students interests &
intrinsic values 4. structure learning
to accomplish flow 5. feedback.
CUIN 3323
Ch.2 pg. 76-77
*Transitional bilingual program-
instruction is initially provided in the
native language, with gradual
increases in english usage until the
student is proficient.
*Full bilingual program- full oral
proficiency and literacy in both
languages.
http://www.elltx.org/docs/English_L
anguage_Proficiency_Standards.pdf
-Speaking, Kindergarten-Grade 12.
ELLs may be at the beginning,
intermediate, advanced, or advanced
high stage of English language
acquisition in speaking. The
following proficiency level
descriptors for speaking are
sufficient to describe the overall
English language proficiency levels
of ELLs in this language domain in
order to linguistically accommodate
their instruction.
I. Provides focused, targeted and systematic
second language acquisition instruction to
English-language learners in grade 3 or higher
who are at the beginning or intermediate level of
English-language proficiency in reading and/or
writing in accordance with the ELPS.
CUIN 3323
Ch. 2 pg. 76-77
*Transitional bilingual program-
instruction is initially provided in the
native language, with gradual
increases in english usage until the
student is proficient.
*Full bilingual program- full oral
proficiency and literacy in both
languages.
http://www.elltx.org/docs/English_L
anguage_Proficiency_Standards.pdf
-Reading, Grades 2-12. ELLs in
Grades 2-12 may be at the
beginning, intermediate, advanced,
or advanced high stage of English
language acquisition in reading. The
following proficiency level
descriptors for reading are sufficient
to describe the overall English
language proficiency levels of ELLs
in this language domain in order to
linguistically accommodate their
instruction. Writing, Grades 2-12.
ELLs in Grades 2-12 may be at the
beginning, intermediate, advanced,
or advanced high stage of English
language acquisition in writing. The
following proficiency level
descriptors for writing are sufficient
to describe the overall English
language proficiency levels of ELLs
in this language domain in order to
linguistically accommodate their
instruction.
J. Develops the foundation of English language
vocabulary, grammar, syntax and mechanics
necessary to understand content-based
instruction and accelerated learning of English
in accordance with the ELPS.
COMPETENCY 009
THE TEACHER INCORPORATES THE EFFECTIVE USE OF TECHNOLOGY TO
PLAN, ORGANIZE, DELIVER AND EVALUATE INSTRUCTION FOR ALL
STUDENTS.
A. Demonstrates knowledge of basic terms and
concepts of current technology (e.g., hardware,
software applications and functions, input/output
devices, networks).
CUIN 3323
Ch.2 pg. 77
*English learners benefit from clear
goals and learning objectives;
challenging and motivating materials;
and active involvement and
engagement and structured lessons
with opportunities for guided and
independent practices followed by
specific, meaningful, and frequent
feedback.
http://ritter.tea.state.tx.us/rules/tac/ch
apter074/ch074a.html
-To accommodate ESL learners,
teachers must provide pictures and
linguistics towards their native
language to help the student to better
understand English. On top of that,
teacher's need to be successful with
these learners by using strategic
techniques by allowing the student to
learn basic skills of communication
and reading with understanding
inside the classroom setting.
CUIN 3323
Ch. 3 pg. 124
Software in technology is a powerful
tool for organizing learning activities,
keeping attendance records, and
creating lesson plans and learning
materials. Software programs can
come as CDs, websites, or
downloadable apps by phone or
computer.
-Hardware refers to the basic

B. Understands issues related to the appropriate
use of technology in society and follows
guidelines for the legal and ethical use of
technology and digital information (e.g., privacy
guidelines, copyright laws, acceptable use
policies).
machinery and circuitry of a
computer.
-Software refers to computer
instructions (a collection of codes
that tells the hardware to perform
specific functions.) -Two main
softwares are a system software and
an application software.
-Applications include Microsoft
word, PowerPoint, excel, adobe
acrobat, Photoshop, Norton antivirus
and so on. The functions of these are
to create databases, spreadsheets,
slides and presentations, Internet
browsing, email management, movie
making, or DVD burning to name a
few.
CUIN 3323 Ch. 2 pg. 49-56
-Input device are any piece of
hardware that is used to perform data
input. The keyboard, the pointing
device (mouse), pens/styluses, touch
screens, scanners and readers, digital
cameras, and microphones or
headsets.
CUIN 3327 Ch. 1 pg. 25
-A network is a collection of
computers and other devices that are
connected together to enable users to
share hardware, software and data, as
well as communicate electronically
with each other.
CUIN 3323
Ch. 11 pg. 418
Most school districts today employ
Internet-filtering software that blocks
sites deemed inappropriate or
unacceptable to the community.
CUIN 3327- pg. 239
-Understanding computers book
Ethics refers to standards of moral
conduct. The internet makes it easy
to distribute information that many
individuals would view as unethical

C. Applies procedures for acquiring, analyzing
and evaluating electronic information (e.g.,
locating information on networks, accessing and
manipulating information from secondary
storage and remote devices, using online help
and other documentation, evaluating electronic
information for accuracy and validity).
(such as computer viruses, spam and
spyware) as well as distribute copies
of software, movies, music and other
digital content in an illegal manner.
CUIN 3327- pg. 204
-Understanding computers book
Privacy is defined as the state of
being concealed or free from
unauthorized intrusions. Information
privacy is the rights of individuals
and companies to control how
information about them is collected
or used.
CUIN 3327- page 234
-Understanding computers book
A copyright is a form of protection
available to the creator of an original
artistic, musical, or literary work,
such as a book, movie, software
program, musical composition or
painting. It gives the copyright
holder the exclusive right to publish,
reproduce, distribute, perform, or
display the work.
CUIN 3323
Ch. 3 pg. 124
Teachers must review and evaluate
technological tools such as computer
software, CDs, and websites for their
quality and their appropriateness for
particular groups of students.
http://www.ed.gov/oii-news/use-
technology-teaching-and-learning
-Online learning opportunities and
the use of open educational resources
and other technologies can increase
educational productivity by
accelerating the rate of learning;
reducing cost associated with
instructional materials or program
delivery; and better utilizing teacher
time.
D. Knows how to use task-appropriate tools and
procedures to synthesize knowledge, create and
modify solutions and evaluate results to support
the work of individuals and groups in problem-
solving situations and project-based learning
activities (e.g., planning, creating and editing
word processing documents, spreadsheet
documents and databases; using graphic tools;
participating in electronic communities as
learner, initiator and contributor; sharing
information through online communication).
CUIN 3323
Ch. 13 pg. 488
Computers assist teachers with record
keeping, allow revision of written
work, and connect talented students to
university, museum, and research
laboratory digital resources.
CUIN 3323
Ch. 8 pg. 315
Technology requires teachers to make
clear decisions about content, the
sequencing of information and ideas,
the correct use of advance organizers,
and the proper use of demonstration
techniques.
CUIN 3327-pg.109 Transforming
new technologies
-Google Classroom- create rosters,
share assignments and collaborate
around content. Gmail, Drive and
Docs included.
-Google drive saves classroom work
to the cloud. Teachers and students
can access files instantly from the
web in one collaborative space.
-Google sheets (spreadsheets) let
teachers and students create their
own spreadsheets from their
browser.
-Slides- presentation templates as
well as the option to being with
blank slides. You can modify fonts,
add photos and videos and more. All
edits are saved automatically.
-Sites by google is a space for
creating custom websites. -
Students, teachers, and
administrators can build their own
pages by using template and pre-
made websites loaded with
calendars, pictures, and other
features that scaffold the building
process.

E. Knows how to use productivity tools to
communicate information in various formats
(e.g., slide show, multimedia presentation,
newsletter) and applies procedures for
publishing information in various ways (e.g.,
printed copy, monitor display, Internet
document, video).
-Blogger lets teachers and students
create personal blog and share
academic work, class notes, and
pictures online.
CUIN 3323
Ch. 13 pg. 488
PowerPoint or smartboard
presentations will appeal to students
who are more visually oriented.
Programs with interesting sound
features may provide help for those
who prefer getting their information
through auditory channels.
Technology can also be used to
facilitate learning in the various
multiple intelligences.
CUIN 3323
Ch. 8 pg. 315
Interactive whiteboards can
incorporate text, sound, pictures,
graphics, and video.
CUIN 3323
Ch. 8 pg. 323
Vary the nature of presentations and
demonstrations while using direct
instruction to meet diverse needs.
CUIN 3327- pg. 218- 234 New
technologies book
-PowerPoint- is a multimedia
presentation tool available as a
software pace and as a tablet or
smartphone app. with PowerPoint,
 you can make slideshows of
academic material that include text,
pictures, charts, graphs, audio,
video, and animations. By loading
text, data, and images into
PowerPoint, teachers provide visual
information featuring colorful
graphics and pop-up or slide-in
windows and have a choice of other
myriad techniques to transition for
slide to slid. Teachers can transform
still photographs and scanned
images into movie-like viewing
experiences by adding narration
features and text.
CUIN 3327- pg. 193
-Classroom newspapers and
newsletters that teachers once
produced with the schools copy
machine become a new experience
when published online because
production is immediate, students
have self-expression, and are able to
create, maintain, and share news.
-A digital communication system
can invite students to publish and
display work done in their classroom
or at home. The assignment acquires
relevance and meaning when the
student realizes that their work is
going to be seen by a broader
audience.

F. Knows how to incorporate the effective use CUIN 3323

of current technology; use technology Ch. 11 pg. 418-419
applications in problem-solving and decision- Enhancing teaching and learning with
making situations; implement activities that technology
emphasize collaboration and teamwork; and use CUIN 3323
developmentally appropriate instructional Ch. 4 pg. 148
practices, activities and materials to integrate the Using technology can be an effective
Technology Applications TEKS into the tool for student motivation
curriculum. CUIN 3323
Ch. 13 pg. 488
How to differentiate instruction by
using technology
CUIN 3327- pg.296-300- New
Technologies book.
-To fully and successfully integrate
technology into teaching, you must
become a teacher who:
1. Makes informed choices
student learning is centers of
curriculum
2. Explores technologys
multiple dimensions-
teachers help students
analyze the role of computers
and other tools in schools and
society.
3. Promotes educational
change- teachers use
technology as a disruptive
force. Invitation to rethink
the way things are and the
way things might be and to
implement new patterns of
curriculum and instruction
that make it possible for
every student to reach her or
his full learning potential.
4. Engages in continual
learning- teachers constantly
gain new knowledge and
expertise and apply those
perspectives to classroom
teaching
personal/professional
learning.
-Inclusion means that digital
technologies are mainly used for
transferring information and
practicing skills.
Stages of integration-
1. Entry or substitution stage-
teachers initiate using
technology-based materials
to replace non-technology
materials.
2. Adoption- teachers being
using technology without

G. Knows how to evaluate students'
technologically produced products and projects
using established criteria related to design,
content delivery, audience and relevance to
assignment.
H. Identifies and addresses equity issues related
to the use of technology.
making significant changes to
regular teaching practices.
3. Adaptation and
Appropriation- teachers are
more fully and confidently
using technology both in the
classroom and for their own
professional work.
-Invention- teachers are constantly
exploring new ways to creatively use
technology in and out of the
classroom.
CUIN 3323
Ch. 6 pg. 258-260
Technology assessment and
evaluation tools
CUIN 3327- pg.94-99-New
Technologies book
-Performance assessments measure
students learning. Determine what
someone actually does is a certain
activity within the context of that
activity. Teachers often use
performance assessments to evaluate
student work, in part because
planning what or how to teach can
begin with a performance assessment
first, before a lesson or unit is begun.
Rather than giving a multiple choice
test, they ask for a product,
performance, or presentation as a
way for students to show what they
have learned in addition to what they
already know.
CUIN 3323 Ch. 2 pg. 45-48
Equity, certain schools access to
technology, differential treatment of
students
CUIN 3323 Ch. 2 pg. 61
Using assistive technology
 http://books.google.com
BOOK: Technology Integration for
Meaningful Classroom Use: A
Standards-Based Approach

-The issue of equity goes beyond

simple access to technology and
includes actual patterns of use.
Although you directly influence
equitable access with your
classroom, learning continues
outside of the school and disparate
access at home can become
significant as you incorporate
instructional technology into your
teachers. It is how you use the
technology that is important. You are
one of the biggest factors in
providing access to learning
resources in a way that is sensitive to
the individual and cultural needs of
your students. Ensure that all
students have equitable opportunities
to use all of the technology resources
available in an interactive classroom
with an atmosphere that respects
students and provides ample
opportunities for students to build on
and extend their knowledge and
skills.

COMPETENCY 010
THE TEACHER MONITORS STUDENT PERFORMANCE AND ACHIEVEMENT;
PROVIDES STUDENTS WITH TIMELY, HIGH-QUALITY FEEDBACK; AND
RESPONDS FLEXIBLY TO PROMOTE LEARNING FOR ALL STUDENTS.
A. Demonstrates knowledge of the
characteristics, uses, advantages and limitations
of various assessment methods and strategies,
including technological methods and methods
that reflect real-world applications.
B. Creates assessments that are congruent with
instructional goals and objectives and
communicates assessment criteria and standards
to students based on high expectations for
learning.
CUIN 3323 Ch. 13 pg. 472-489
Multiple approaches to teaching and
differentiation.
CUIN 3323 Ch. 6 pg.221-224
-Assessment- full range of
information gathered and
synthesized by teachers about their
students and their classrooms.
Informally and Formally.
Formative assessments are collected
before or during instruction and are
intended to inform teachers about
their students prior and current
knowledge and skills, to assist with
planning and to help students guide
their own learning. Information
gathered is used to make judgments
about such matters as providing
feedback to students about how they
are doing, students grouping, unit
and lesson plans, and instructional
strategies.
Summative assessment are efforts to
use information about students or
programs after a set of instructional
segments has occurred. Purpose is to
summarize how well a particular
student, group of students or teacher
performed on a set of learning
standard or objectives.
Value added assessment is a way of
analyzing test data so that the
contributions of particular teachers
or schools can be measured.
CUIN 3323 Ch. 13 pg. 472-489
Multiple approaches to teaching and
differentiation.
CUIN 3323 Ch. 6 pg. 241-242
-Principles that should guide
teachers as they design an
assessment system and create their
own test-
1. Assess all instructional
objectives-test should

C. Uses appropriate language and formats to
provide students with timely, effective feedback
that is accurate, constructive, substantive and
specific.
measure clearly the learning
objectives they have
communicated with the
students and materials they
have covered.
2. Cover all cognitive domains-
measure a representative
sample of teachers learning
objectives. Measuring more
complex skills such as
higher-level reasoning is
more difficult and time
consuming.
3. Use appropriate test items-
matching or fill-in-the-
blanks, are better for
recalling information, essay
items are better for tapping
higher level of thinking a
good test will include both of
these.
-Use test to improve learning- going
over test results with student
provides the teachers with
opportunities to reteach important
information that students may have
missed. Can lead to debate over the
answer of the questions.
CUIN 3323 Ch. 4 pg. 163
Feedback or knowledge of results is
information given to students about
their performance.
CUIN 3323
Ch. 4 pg. 163
-Feedback provides motivation.
Ch. 6 pg.237-238
-Feedback should be as immediate as
possible, as specific as possible, and
nonjudgmental.
Evaluative Feedback- this paper is
poorly written excellent shot or
your story was boring and did not
keep my attention
Advice feedback- you should have

D. Knows how to promote students' ability to
use feedback and self-assessment to guide and
enhance their own learning.
used more examples in your paper.
Always shoot that way. you
should make your story more
interesting.
Corrective feedback- your lack of
examples confused me. The way
you held the basketball on your
fingertips made that a successful
shot. Your story would have been
more interesting if you have used
examples from your own life.
CUIN 3323 Ch. 4 pg. 163
Both feedback and good performance
provides intrinsic motivation.
CUIN 3323 Ch. 6 pg. 239
Self-assessment help accomplish this
by encouraging students to be
involved in identifying those
goals,and making adjustments.
CUIN 3323 Ch. 8 pg.319-320
-It is important for students to learn
how to assess and judge their own
performance. Teachers can help
students judge their own
performance by explaining the
criteria used by experts in judging
performance; they can give students
opportunities to judge peers and to
assess their own progress in relation
to others; and they can emphasize
the importance of self-monitoring,
goal setting, and not being satisfied
with only extrinsic feedback from
the teacher.
E. Responds flexibly to various situations (e.g.,
lack of student engagement in an activity, the
occurrence of an unanticipated learning
opportunity) and adjusts instructional
approaches based on ongoing assessment of
student performance.
CUIN 3323 Ch. 6 pg. 221
Assessments-informal ways, such as
through observation and verbal
exchange.
-Formal ways are homework, test, and
written reports.
Evaluation- gathering and
synthesizing information
Formative and Summative
Assessments- Formative- are to see
where a childs current knowledge
and skills are at. Summative-
knowledge after the unit or segment
have occurred.
CUIN 3323 Ch. 6 pg. 219-220
-In many schools, students are
typically worried about their grades;
therefore, teachers should adjust
approaches and performance
depending on the student. With that
said, teachers should be accountable
for student learning, prepare and sort
roles for students, maintain
structures, and understand the
importance of grades for the child.
CUIN 3323 Ch. 13 pg. 485-492
-There are many ways to
differentiate instruction which
include the following: (1) design
strategies that include all eight
intelligences, (2) differentiate
depending on the student's abilities,
interests, and readiness, (3) used
problem-based learning, (4) compact
the curriculum and instruction for
allowing students to move forward,
(5) use tiered activities that increase
level of knowledge depending on the
student, (6) use flexible grouping to
allow all students to succeed, and (7)
establish routines, roles, finish rates,
and more to engage all students
differently. Overall, no students are
the same and as teachers we should
 conform to that and create an
engaging lesson for them.

COMPETENCY 011
THE TEACHER UNDERSTANDS THE IMPORTANCE OF FAMILY INVOLVEMENT
IN CHILDREN'S EDUCATION AND KNO\VS HOW TO INTERACT AND
COMMUNICATE EFFECTIVELY WITH FAMILIES.
A. Applies knowledge of appropriate ways
(including electronic communication) to work
and communicate effectively with families in
various situations.
CUIN 3323 Ch. 4 pg. 167
*Multidimensional tasks. emphasizes
students working together on
interesting task and problems and
students making contributions
according to their own backgrounds,
interest, and abilities
-are intrinsically interesting,
rewarding, and challenging
-include more than one answer or
more than one way to solve the
problem
-allow different students to make
different contributions
-involve various mediums to engage
the senses of sight,hearing, and touch
-require a variety of skills and
behaviors
-require reading and writing
CUIN 3323 Ch. 14 pg. 518
*Communicate with students parents
by email.
*Attend and talk to parents at
students school and non-school
related extracurricular and sporting
events.
*Have parent-teacher conferences in
the student's home.
*Provide a phone number where they
can be reached to parents and
students.
CUIN 3323
Ch. 2 pg. 63
-Strive to keep parents informed
through telephone, web sites,
newsletters, and notes home.
CUIN 3323 Ch. 5 pg. 195
- Teachers can use letters home,
discussions during family
conferences, home visits, or special
presentations on rules and
procedures during back-to-school
night.
CUIN 3323 Ch. 11 pg. 420
-Family members can become
involved through activities like
sponsoring a family night where
adults can assist students with PBL
projects, leading field trips or
helping supervise community-based
learning activities, helping to plan
PBL lessons and units, serving as
liaison between the classroom and
the various community organizations
to which they belong, and attending
events where students report the
results of their work.
CUIN 3323 Ch. 14 pg. 518
-Teachers need to interact with
families and parents through e-mail,
attending and talking to parents at
students school and non-school-
related extracurricular and sporting
events, having parent-teacher
conferences in the students home,
and providing a phone number where
they can be reached to parents and
students. Teachers can also use
newsletters or weblog to
communicate with older students
parents.
B. Engages families, parents, guardians and
other legal caregivers in various aspects of the
educational program.
CUIN 3323 Ch. 14 pg. 518-521
*newsletters/blogs
*holding conferences with parents,
notify, prepare, plan agenda, arrange
environment
*meet in home and at school
*parents can assist in small groups
*assist on field trips
*use parents as teachers aides
*help with their childrens homework
*communicate with students parents
by email
*attend and talk to parents at students
school and non-school related
extracurricular and sporting events
*have parent-teacher conferences in
the student's home
*Provide a phone number where they
can be reached to parents and
students.
CUIN 3323
Ch. 2 pg. 63
-Working and involving parents is
important because families set the
context of childrens cognitive and
social development and orientation
of the classroom.
CUIN 3323 Ch. 5 pg. 195
- Informal contacts and
communications are often most
effective in building relationships
with families.
CUIN 3323 Ch. 10 pg. 385
- Effective teachers listen to parents
objections and take them seriously,
are honest with parents about their
teaching methods, communicate
goals and processes verbally and in
writing, avoid jargon, model
cooperative learning activities during
open houses and family nights, and
encourage parents to visit the
classroom and to observe
cooperative learning lessons
firsthand.
CUIN 3323 Ch. 11 pg. 420
- Increased family involvement will
lead to more student learning as well
as greater parental understanding and
acceptance of PBL activities.
CUIN 3323 Ch. 14 pg. 518
-Some teachers try to make weekly
or biweekly contact with parents
through notes, telephone calls, or e-
mail
C. Interacts appropriately with all families,
including those that have diverse characteristics,
backgrounds and needs.
CUIN 3323 Ch. 2 pg. 68
Multicultural experts write that a
culturally competent professional is
one who:...is in the process of actively
developing and practicing appropriate,
relevant, and sensitive skills in
working with culturally diverse
students, families, communities, and
colleagues.
CUIN 3323 Ch. 2 pg. 62
In the feature, Home and School,
we describe how teachers can partner
with parents, maintain
communication, and work with them
effectively.
CUIN 3323 Ch. 13 pg. 492
Important steps teachers can take to
help make home-school connections
positive and productive
include:providing clear
communication about goals and
processes of differentiated instruction.
CUIN 3323
Ch. 2 pg. 63
- Its important to familiarize
yourself with the cultures and
backgrounds of your students and
reach out to people in the community
and try to understand their point of
view.
CUIN 3323 Ch. 5 pg. 195
-In racially and culturally diverse
classrooms, this requires teachers to
understand that the idea of
appropriate behavior is often relative
to ones behavior.
CUIN 3323 Ch. 14 pg. 520
- Parents can help assist with small
groups, assist with field trips and
other special events, as teacher aides,
and help with homework.
D. Communicates effectively with families on a
regular basis (e.g., to share information about
students' progress) and responds to their
concerns.
CUIN 3323 Ch. 6 pg. 251-52
Examples of authentic assessments
include demonstrating work in
exhibitions such as a science fair or
art show, showing skills in a portfolio
collection, performing in dance or
music recitals, participating in
debates, and presenting original
papers to peers or parents.
CUIN 3323 Ch.14 pg. 518
Such frequent and regular contact
(through notes, telephone calls, or e-
mails) provides the teacher with a
natural means of communicating
childrens successes, not just their
deficiencies, which often dominate
more formal reports.
CUIN 3323
Ch. 2 pg. 63
-Keep parents informed by
telephone, web sites, newsletters,
and notes home.
CUIN 3323 Ch. 5 pg. 195
-It is important to work with families
and to communicate classroom and
school expectations.
CUIN 3323 Ch. 14 pg. 517
-Teachers need to remain sensitive to
fact that in many communities, the
two-parent home may no longer be
the norm. They also need to
recognize that even when two
parents or adults live in the same
home, it is likely that both are
working outside the home.
E. Conducts effective conferences with parents,
guardians and other legal caregivers.
CUIN 3323 Ch. 8 pg. 321
Many teachers find that having special
sessions or workshops about
homework on family nights can
produce greater and more appropriate
family participation and result in
higher student participation and result
in higher student motivation and
achievement.
CUIN 3323 Ch. 14 pg. 519
Holding parent conferences is an
important organizational
responsibility of teaching and can
provide parents if done properly.
CUIN 3323
Ch. 2 pg.63
-Interact in ways that make parents
feel welcome in your classroom,
always be prepared and
communicate clear purposes, listen
to their concerns, and keep good
records of the conference.
CUIN 3323 Ch. 11 pg. 420
-Teachers need to remain sensitive to
busy schedules and lack of time to be
engaged and strive to focus on the
concerns of family members as well
as their own programmatic needs.
CUIN 3323 Ch. 14 pg. 519
-Holding parent conferences is an
important organizational
responsibility of teaching and can
provide valuable experiences for the
teacher and the parents if done
properly. Planning conference topics
in advance can relieve the stress that
beginning teachers may experience
at meeting time.
F. Effectively uses family support resources
(e.g., community, interagency) to enhance
family involvement in student learning.
COMPETENCY 012
THE TEACHER ENHANCES PROFESSIONAL KNOWLEDGE AND SKILLS BY
EFFECTIVELY INTERACTING WITH OTHER MEMBERS Of THE EDUCATIONAL
COMMUNITY AND PARTICIPATING IN VARIOUS TYPES OF PROFESSIONAL
ACTIVITIES.
CUIN 3323 Ch. 14 pg. 533,
Resource Handbook, Effects of
Teaching. the larger environment
to which teachers and students must
adjust, such as characteristics of the
community, the school and its
curriculum, and local, state, and
national policies.
CUIN 3323 Ch. 4 pg. 157
Beginning teachers should set up
regular meetings with resource
personnel to discuss roles and
expectations, and they should try to
keep those individuals informed of
their classroom programs and
activities.
CUIN 3323
Ch. 2 pg. 63
-Seek information from parents
about their child.
CUIN 3323 Ch. 5 pg. 195
-It is equally important to send
messages and make phone calls
about positive behavior.
CUIN 3323 Ch. 6 pg. 234
-It is important for teachers to be
able to explain the results of
standardized tests in honest and
straightforward ways.
CUIN 3323 Ch. 14 pg. 516
- Out-of-school factors, such as
family and community, have strong
effects on children and youths
school related attitudes and learning.
A. Interacts appropriately with other
professionals in the school community (e.g.,
vertical teaming, horizontal teaming, team
teaching, mentoring).
CUIN 3323 Ch. 4 pg. 105
There are many factors that influence
what students are taught. The
curriculum is adopted by
professional associations, in turn,
influence the curriculum frameworks,
performance content standards and the
assessments developed by national,
state, and local curriculum
committees. All of this, however, is
most often the result of community
values and societal viewpoints.
CUIN 3323 Ch. 4 pg. 129
Hale and Fisher and Jacobs have
offered the idea of curriculum maps.
This is a way for teachers to to chart
what they are doing and to help make
sure neither gaps in important skills
and understanding nor too much
overlap d repetition occur.
CUIN 3323
Ch. 3 pg. 96
-Joint planning with colleagues can
help produce increased student
learning.
CUIN 3323 Ch. 14 pg. 501
-Schools are human systems that are
influenced not only by the people
who learn and work in them but also
by the larger community and society.
B. Maintains supportive, cooperative
relationships with professional colleagues and
collaborates to support students' learning and to
achieve campus and district goals.
Ch. 1 pg. 21
Establishing authentic relationships
with colleagues and passion that
school-wide goals are developed and
accomplished.
Ch. 14 pg. 503
A learner task is influenced by the
teacher and in turn is influenced by
the principal and the school and then
by features of the home, community,
and society.
Ch. 14 pg. 513-514
A new teacher should be aware of the
norms, and depending on those norms
here are some possible actions to
improve and help foster positive
relationships. Try observing other
teachers, discussing educational
issues, working in small groups and at
meetings, participate in lesson study
groups
CUIN 3323
Ch. 3 pg. 129
-Curriculum maps is a way for
teachers in particular buildings or
school districts chart what they are
doing and to make sure neither gaps
in important skills and understanding
nor too much overlap and repetition
occur.
Ch. 14 pg. 501
-After providing a conceptual
framework for viewing schools as
workplaces, we summarize a sample
of the knowledge base on the nature
of teachers work behavior and what
makes some schools more effective
than others.
C. Knows the roles and responsibilities of
specialists and other professionals at the
building and district levels (e.g., department
chairperson, principal, board of trustees,
curriculum coordinator, technology coordinator,
special education professional).
CUIN 3323 Ch. 14 pg. 510-511
Synergy is the positive results
achieved from working together or
through combined action. Synergy is
possible when teachers take collective
responsibility for their students
learning and the school culture
supports trust and closeness among
teachers and between teachers and
their administrators.
Ch. 14 pg. 515
New teachers can take several steps
to build positive communication
channels with the principal. For
example you could initiate regular
weekly meetings, keep the principal
informed in writing about what you
are doing in your classroom, invite the
principal to your classroom, and write
complimentary notes to the principal
when they do something you like.
Ch. 14 pg. 516
Beginning teachers should strive to
build positive working relationships
with school leaders and specialist for
several reasons. Often these leaders
are expected to help beginning
teachers and to provide help in
confidential ways free of evaluation.
They also possess important
knowledge they can pass along.
Resource personnel have more time to
provide assistance and support than
principals or other teachers in the
school do.
CUIN 3323
Ch. 14 pg. 514
-Teachers should observe colleagues
and look at the way they teach. They
should also welcome new or
different ideas.
Ch. 14 pg. 515
-Several actions can be taken to gain
support of the principal by initiating
regular weekly meetings during the
first few weeks to discuss
expectations, keep the principal
informed in writing with what you
are doing in the classroom, invite the
principal to your classroom, and
write complimentary notes when he
or she does something you like.
D. Understands the value of participating in
school activities and contributes to school and
district (e.g., by participating in decision making
and problem solving, sharing ideas and
expertise, serving on committees, volunteering
to participate in events and projects).
CUIN 3323 Ch. 4 pg. 129
Curriculum mapping is a an important
group, beginning teachers will not be
asked to be in charge of the process
but it is important to have an
understanding of it so you know what
is really going on in other classrooms.
Ch. 14 pg. 516-518
Attending and talking to parents at
students school and non-school-
related extracurricular and sporting
events helps to build a positive
relationship with parents and assist in
gaining the support of parents in your
classroom.
Ch. 14 pg. 522-524
While the beginning teacher is most
often than not only on the receiving
end of policies and proposals there are
some things are some things you can
do. Being aware and informed will
help you be apart of these
communities later on.
1. Assess the nature of the proposed
change
2. Assess administrative support
3. Assess support by other teachers
4. Move beyond the conventional
wisdom.
CUIN 3323 Ch. 3 (pg. 129)
- Teachers need to gain a clearer
understanding of what is really going
on in other teachers classrooms and
how what they are teaching fits in.
E. Uses resources and support systems
effectively (e.g., mentors, service centers, state
initiatives, universities) to address professional
development needs.
CUIN 3323 Ch. 2 pg. 55-57
Students with Disabilities:
*Individuals with Disabilities
Education Act (IDEA)- enacted in
response to inequalities and
discrimination in services provided to
children and adults with disabilities
and special needs.
*Inclusion- include all students, even
those with severe disabilities, in
regular classrooms.
*Least restrictive Environment-
children with disabilities should be
included in the regular classroom.
Ch. 2 pg. 71-72
Using Culturally Relevant
Pedagogies:
*Using Flexible Grouping-lean
heavily on heterogenous grouping to
minimize ability grouping.
*Differentiating Instruction and
Attending to Learner Differences
Ch. 3 pg. 106
Common Core Standards- recently
developed set of standards in
mathematics and the language and
literacy that have been adopted by
most states.
Ch.5 pg. 207-210
*Classroom Management Programs:
-The FAIR Approach- An acronym to
highlight steps teachers are
encouraged to take on when dealing
with troubled students to get them on
a path to success.
-Classroom Meetings- a regular 30
min nonacademic period in which
teachers and students discuss and find
cooperative solutions to personal and
behavior problems and in which
students learn how to take
responsibility for their own behavior
and their personal and social
development.
-The Caring Classroom- Program
developed by constructivist, child
centered principles that aim at
building threat-free learning
communities and helping students
make their own choices and develop
self-management.
CUIN 3323 Ch. 14 (pg. 514)
-Teachers and administrators
recognize that student learning can
be enhanced if everyone works
together.
F. Recognizes characteristics, goals and
procedures associated with teacher appraisal and
uses appraisal results to improve teaching skills.
CUIN 3323 Ch. 14 pg. 508-513
*Nature of Teachers Work. Since,
1961, the National Education
Association has surveyed teachers
every five years and asked them to
report the number of hours per week
they spend on various teaching
responsibilities.
*Research on School Effectiveness.
*The Benefits of Teacher
Collaboration in Research Summary
Boxes.
Ch. 4 pg. 143
*Intrinsic motivation-causes people to
act in a certain way because it brings
personal satisfaction or enjoyment.
*Extrinsic motivation- is
characterized by individuals working
for rewards that are external to the
activity
*Positive reinforcers- is a stimulus
such as a reward intended to get
individuals to repeat desirable
behavior.
*Negative reinforcer- is a stimulus
that is removed, and also intends to
get individuals to repeat desired
behaviors.
*Needs theory- emphasizes that
individuals are aroused to action by
innate needs and intrinsic pressures,
rather than by extrinsic rewards or
punishments.
CUIN 3323 Ch. 14 (pg. 514)
- Beginning teachers should establish
their own weekly study and support
group where mutual concerns and
teaching strategies are shared.
G. Works productively with supervisors,
mentors and other colleagues to address issues
and to enhance professional knowledge and
skills.
CUIN 3323 Ch. 14 pg. 514- 16
*Participating in lesson study- a
group of teachers who work with the
same grade level or in the same
subject area meet and plan a lesson
jointly
*Working with administrators and
leadership personnel
*Initiate regular weekly meetings
*Keep the principal informed in
writing about what you are doing
Other school leaders:
*Build positive working relationships
with school leaders and specials to
help pass along knowledge, training,
and assistance.
CUIN 3323 Ch. 14 (pg. 514)
- Some beginning teachers may not
feel comfortable speaking up at
faculty assemblies, but they can seek
out membership within numerous
small groups in the school.
H. Understands and uses professional
development resources (e.g., mentors and other
support systems, conferences, online resources,
workshops, journals, professional associations,
coursework) to enhance knowledge, pedagogical
skills and technological expertise.
CUIN 3323 Ch. 3 pg. 107
*Teacher Planning. ...standards
developed by the Interstate New
Teacher Assessment and Support
Consortium (InTASC, 2011)
Ch.6 pg. 259-260
*Enhancing Teaching and Learning
with Technology box.
Resource Handbook, pg. 543 Table
RH.1 Journals in Education.
*Websites for different Subject Areas
for continued education.
CUIN 3323 Ch 9. pg. 359
Visible thinking program
8 elements required t if we want
classrooms characterized by a culture
of thinking.
*Expectations and attitudes
*Time
*Opportunities
*Routines and *structures
*Language and conversations
*Modeling
*Physical environment
Ch. 11 pg. 416
*Rogue ecosystem project-
An interdisciplinary course in which
students meet for two hours each day
and receive credit for biology,
government and health.
CUIN 3323
Ch. 1 pg. 30
-Individuals enter teaching having a
rather complex cognitive structure
about teaching because they have
spent so many hours observing
teachers during their years in school.
Ch. 14 pg. 516
-A beginning teacher should strive to
build positive working relationships
with school leaders and specialists.
I. Engages in reflection and self-assessment to
identify strengths, challenges and potential
problems; improve teaching performance; and
achieve professional goals.
COMPETENCY 013
THE TEACHER UNDERSTANDS AND ADHERES TO LEGAL AND ETHICAL
REQUIREMENTS FOR EDUCATORS AND IS KNOWLEDGEABLE OF THE
STRUCTURE OF EDUCATION IN TEXAS.
CUIN 3323 Ch. 1 pg. 20
*Effective teachers are personally
disposed toward reflection and
problem solving. Learning to teach is
a lifelong process.
Ch. 8 pg. 327
*Reflecting on situations and
approaches to teaching basic skills to
students and individualized
curriculum.
Ch. 9 pg. 362-363
*Reflection over the importance of
concept teaching and higher level
thinking, and the position it should
take in your classroom.
Fill
CUIN 3323 Ch. 1 (pg. 29)
- Effective teachers learn to approach
unique situations with a problem-
solving orientation and learn the art
of teaching through experimentation
with reflection on their own practice.
A. Knows legal requirements for educators (e.g.,
those related to special education, students' and
families' rights, student discipline, equity, child
abuse) and adheres to legal guidelines in
education-related situations.
CUIN 3323 Ch. 2 pg. 55-60
*Everything in this chapter about
diversity applies to the legal
requirements for educators.
*NCLB, IDEA, Common Core
Standards, Race to the Top
*Students who have learning
disabilities or who are challenged
have special needs that must be met.
* Mainstreaming, inclusion, least
restrictive environment, religious
diversity, Language Diversity, and
equity.
*Individualized Plan for Instruction.
CUIN 3323
Ch. 1 pg. 7
-Teachers are expected to know
subject matter, act in a professional
matter, have good rapport, and dress
appropriately.
Ch. 2 pg. 55
-The Individualized with Disabilities
Education Act (IDEA) now protects
the rights of all individuals with
cognitive, emotional, or physical
disabilities from birth to age 21.
Ch. 2 pg. 60
-Teachers need to carefully think
through the physical layout of their
classrooms and make any changes
that will facilitate easy movement for
all students.
CUIN 3323 Ch. 9 pg. 349
-There are considerable cultural
differences and norms around
concepts that define social
relationships, verbal interaction, and
social distance.
B. Knows and adheres to legal and ethical
requirements regarding the use of educational
resources and technologies (e.g., copyright, Fair
Use, data security, privacy, acceptable use
policies).
C. Applies knowledge of ethical guidelines for
educators in Texas (e.g., those related to
confidentiality, interactions with students and
others in the school community), including
policies and procedures described in the Code of
Ethics and Standard Practices for Texas
Educators.
CUIN 3323 Ch. 2 pg. 61
*IDEA requires that schools provide
appropriate assistive technology to
special education students who can
benefit from them. ( A list of assistive
technologies is provided on this page.)
CUIN 3323 Ch. 3 pg. 124
*General guidelines for using and
choosing technology:
-Choose technology with a goal of
how it can help students explore and
construct information.
-Choose technology that can promote
cooperative learning and problem
solving.
-Choose technology that is accurate,
reliable, and free from bias.
CUIN 3323 Ch. 5 pg. 204
*Teachers have the responsibility to
report instances of cyberbullying to
appropriate authorities and to inform
parents or family members about what
is going on.
CUIN 3323 Ch. 1 (pg. 7)
- Most states and localities began
setting standards for teachers that
later became requirements for
certification. Special schools were
created to train teachers in the
subject matters they were expected
to teach.
CUIN 3323 Ch. 6 pg. 234
*Teachers may be asked to go over
test scores with students, to explain
test results to parents, and to interpret
test scores that are published in
newspapers.
*Teachers role in standardized
testing.
CUIN 3323

D. Follows procedures and requirements for
maintaining accurate student records.
Ch. 1 pg. 21
- It is very important for teachers to
have caring dispositions toward
children and to possess sufficient
interpersonal and group skills to
establish authentic relationship with
their students.
CUIN 3323 Ch. 2 pg. 55
-Its important for teachers to
recognize that students differ in the
ways they process information and in
their preferred ways of learning.
CUIN 3323 Ch. 6 pg. 235-238
*Formative assessment - primarily
used for the purpose of improving
student learning
-teachers can observe students closely
as they approach a particular task and
determine how difficult or easy it is
for them
-use informal response techniques to
collect information from students
CUIN 3323 Ch. 6 pg. 259
*Electronic grade books - record
scores, grades, and other statistical
information in a database
-allows teachers to give weight to
different assignments, handle missing
assignments, perform grade
calculations, and map a students
performance over time
-Electronic portfolios - display
products and artifacts of a students
work and store them on CD-ROM or
on a Web site
CUIN 3323
Ch. 1 pg. 17
-The best teachers show concern for
their students and assume
responsibility for their learning.
CUIN 3323 Ch. 2 pg. 47

E. Understands the importance of and adheres to
required procedures for administering state- and
district-mandated assessments.
-As educators, we can all do our part
by ensuring that every young person
gets equal opportunities to learn and
that each person achieves his or her
highest potential.
Teachers understand that they are
only to share information about their
students with the parent/guardian of
the student according to FERPA
laws.
CUIN 3323 Ch. 6 pg. 234
Teachers are required to follow a set
of directions when administering a
standardized test. Details are provided
about how to set up the room and the
time allotted for each section. In some
instances, scripts are provided, and
these should be read aloud word by
word.
CUIN 3323
Ch. 1 pg. 13
-Students are expected to meet
agreed-upon standards instead of
working only for a grade and these
standards are held for all students
rather than only a few of the most
capable.
CUIN 3323 Ch. 6 pg. 248-249
-Teachers should consider finding
ways to deal with test anxiety,

F. Uses knowledge of the structure of the state
education system, including relationships among
campus, local and state components, to seek
information and assistance.
organize the learning environment
for conductive test taking, make
routines and instructions for the test
clear, avoid undue competition and
time pressures, provide students with
sufficient time, and provide
appropriate support for students with
special needs
Resource Handbook pg. 542
*Educational Research Information
Centers (ERICs) - a network of
educational research information
centers sponsored by the U.S.
Department of Education
-provides teachers with knowledge on
topics associated with specialized
areas of education
-can easily be retrieved by teachers
from any computer in the U.S.
-information is summarized in short
bulletins and papers on topics of
particular interests to teachers and
educators
CUIN 3323
Ch. 14 pg. 513-515
*Teachers should build relationships
with colleagues and administrators,
and seek their support and assistance
when needed.
CUIN 3323
Ch. 1 pg. 13
-Teachers know that No Child Left
Behind (NCLB) require alignment of
classroom instruction to prescribed
standards, yearly testing to hold
schools accountable for student
learning, and sanctions on schools
that failed.
CUIN 3323 Ch. 4 pg. 140
-Teachers choices of motivational
strategies influence the development
of learning communities as well as
how much students remain engaged
in learning.
CUIN 3323 Ch. 12 pg. 438
-Teachers understand the importance
of teaching students how to become
effective participants in the
classroom discourse system and
describes how teachers can change
some of the unproductive
communication patterns that have
traditionally characterized many
classrooms.
CUIN 3323 Ch. 14 pg. 508
-In the last three decades educators
and educational researchers have
started to highlight the importance of
schools as workplaces and the
importance of the organizational
aspects of teaching.
G. Advocates for students and for the profession
in various situations.
CUIN 3323 Ch. 1 pg. 19-20
*Ultimate goals of teaching
-teach basic academic skills
-build student self-esteem
-prepare students for college and/or
work
-promote global understanding
-transmit cultural heritage
*Effective teachers
-develop authentic and caring human
relationships with students, parents,
and colleagues
-create classrooms that models social
justice
-they have knowledge that deals with
subject matter, human development
and learning, and pedagogy
-stimulate student motivation to
produce self-regulated learners
-consider learning to be a lifelong
process
-use professional knowledge to
enhance student learning and improve
schools
CUIN 3323
Ch. 2 pg. 70
-Teachers need to be sensitive to the
basis of cultural differences and how
they can affect a students classroom
behavior.
CUIN 3323 Ch. 5 pg. 209
-Programs have been developed on
child-centered principles that aim at
building threat-free learning
communities and helping students
make their own choices and develop
self-management.
CUIN 3323 Ch. 9 pg. 348
- Teachers must remain aware of the
great diversity of their students and
be ready to tailor their teaching to
particular learners when they are
teaching concepts.
 Pedagogy and Professional Responsibilities (PPR) Study Log

Chapters Date PPR Competencies Notes

Chapter 6 PPR 008 & PPR Ch. 6 pg. 237

003 *Response techniques:
3C collect information from
4N students as the lesson is
8 C, E, F progressing.
10 A, B, C, E
*Whiteboards: To see if
11 F
13 E students understand the
main ideas of the lesson or
if they are confused
____________
Ch. 6 pg 229-237 The
Teachers Role in
Standardized Testing.
They can strive to get
students to see the test as
an opportunity to discover
how much they have
learned rather than as a
burden.
Chapter 9 PPR 001 Ch. 9 pg. 342 Piagets
4 B, E, N Stages of Cognitive
8A Development
13 A, G
Ch. 9 pg 342 Piagets 4
stages
*Sensorimotor (birth-
2yrs): begins to recognize
objects; can imitate
*Preoperational (2-7yrs):
develop use of language;
begins ability to think
symbolically; can see
another persons point of
view; lacks logical mental
operations at this stage
*Concrete Operational (7-
11yrs): can solve concrete
problems in a logical
fashion; able to classify
*Formal Operational (11-
adult): can solve abstract
problems in logical
fashion; has concern for
social

Chapter 1 PPR 004 Ch.1, pg. 6-7

1 A, B, E, F, G, K teacher role expectations
4I Chapter 1 pg. 20
5D Effective teachers are
12 H, I
personally disposed
13 A, B, C, D, E,
F toward reflection and
problem solving. Learning
to teach is a lifelong
process.
Classrooms must be
learning communities
that are democratic and
socially just and hold
high expectations for all
students.
Chapter 2 6-5-17 PPR 002 & PPR R.A. Ch 2 pg.43:
011 (Caliendo strives to fully
1H understand where her
2 A, D, E students come from)
4 C, D, J, M, N, O A. Ch2 pg 55-60
5E
Understands how to
9A
11 A, B, C, D, E, include all children in
F their classrooms and
13 A, D, G follow the correct rules
and procedures for
students with disabilities
and different learning
needs.
A. Ch2 pg 60-65
Understands the changes
that need to be made and
follows them in order for
students that are gifted to
be successful in the
classroom.

____________.Ch. 2 pg
68
Multicultural experts write
that a culturally competent
professional is one
who:...is in the process of
actively developing and
practicing appropriate,
relevant, and sensitive
skills in working with
culturally diverse students,
families, communities,
and colleagues.
Ch.2 pg 62
In the feature, Home and
School, we describe
how teachers can partner
with parents, maintain
communication, and work
with them effectively.
Individuals with
Disabilities Education
Act (IDEA)
Response to Intervention
(RTI)
Chapter 3 6-12-17 PPR 003 Ch. 3 pg 112
2F A final step in the process
3 B, F, H of working with standards
5 E, F is to design an
6D
instructional sequence to
12 A, B, D
teach in some logical
order the enabling
knowledge and precursory
skills. In most instances,
the teachers understanding
of the standard will
influence this sequence, as
will building the blocks
required for getting there,
and students prior
knowledge and
understanding.
Ch 3 pg 96 Perspective on
planning.Good planning
involves allocating the use
of time, choosing
appropriate content and
methods of instruction,
creating student interest,
and building a productive
environment. Teacher
plans goals and objectives
accordingly.
Chapter 7 6-19-17 PPRs 001 & 003 Ch. 7 pg 288-292 Gaining
4G Attention, Explaining
7 A, B, C Goals, and Establishing
8C Set. Effecting instructio
using any instructional
model requires teachers to
take an initial step and
getting students attention
and motivate them to
participate in the lesson.
In order to get students
ready to learn , the teacher
gets students attention
and goes over the main
focus of a lesson.

_____________
Ch. 7 pgs 285-286
Intellectual Development
*Learners go through
developmental stages from
very simple and concrete
structure at a young age to
more abstract and
complicated structure later
on.

Chapter 8 PPR 009 Ch. 8 pg 315

6-19-17 1 D Interactive whiteboards
4 A, H can incorporate text,
6 E, F sound, pictures, graphics,
8 A, D
and video.
10 D
Ch. 8 pg 323
Vary the nature of
presentations and
demonstrations while
using direct instruction to
meet diverse needs.
Chapter 11 6-26-17 PPR 012 & 004 Ch. 11 Pg. 416
1 D, H *Rogue ecosystem
3G project-
4E An interdisciplinary
8A
course in which students
11 A, B, E
meet for two hours each
day and receive credit for
biology, government and
health.
____________
Ch. 11 pg 412-420
planning and conducting
problem-based lessons

Chapter 5 6-14-17 PPR 006 Ch. 5 pg 177-213

5C *This whole chapter
6 D, H, I, J addresses classroom
11 A, B, C, D, F management.
13 G
Ch. 5. pg 190-193
*The teacher can
maximize student learning
by having student helpers,
establish routines, and
write instructions on the
board ahead of time so
students can get started on
the lesson as soon as they
walk in the classroom.
Chapter 14 7-3-17 PPR 013 & 012 Ch. 14 pg 513-515
4L *Teachers should build
11 A, B, C, D, E, relationships with
F colleagues and
12 A, B, C, E, F,
administrators, and seek
G, H
13 F their support and
assistance when needed.

______________
Ch. 14 pg. 514- 16
*Participating in lesson
study- a group of teachers
who work with the same
grade level or in the same
subject area meet and plan
a lesson jointly

Chapter 12 6-26-17 PPR 007 Ch.12 pg 451

8 A, B Whole-class discussion
13 F needs communication and
interaction skills are
needed on the part of both
teachers and students. A
teacher should focus the
discussion, keep it on
track, encourage
participation, and keep a
visible record of it.
Ch.12 pg 462
illustrated in figure 12.5.
Are some tools provided,
such as,hand signals,
cards, cube, ruler, and
wheel.
Chapter 10 6-26-17 PPR 004 & 006 Ch.10 pg 368
1E Cooperative Learning
2B Ch. 10 pg 385-387
4 F, K An important planning
5C
task for cooperative
6 B, C
7D learning is deciding how
11 B to use time and space.

Chapter 13 6-28-17 PPR 010 & Comp Ch. 13 pg 472-489

11 Multiple approaches to
2G teaching and
8B differentiation. A. Ch. 13
10 E pg 472-489
Multiple approaches to
teaching and
differentiation.
____________
Ch.13 pg 492
Important steps teachers
can take to help make
home-school connections
positive and productive
include:providing clear
communication about
goals and processes of
differentiated instruction.
Vygotskys Sociocultural
Theory
Chapter 4 6-7-17 PPR 005 Ch.4 pg 167-168
1C It is important for
2C teachers to show students
5A that they have a voice in
6A
classroom decision
8G
10 C making and that classroom
13 F life will be more satisfying
if tensions among students
can be resolved.
Classroom meetings,
conflict resolution, and
active listening are
techniques that can be
used to encourage
cooperation and
collaborating.
Ch. 4 pg 154-15
Goal and reward
structures (cooperative
goal, competitive goal,
individualistic goal)