Developmental Standards Project Kathleen Klosterman Ball State University EDPS 250-2 18 November 2013
Purpose:
The purpose of this project is to demonstrate my understanding of human development, and the effect that those concepts I researched have on development. I will create instructional decisions that can be put into affect when I am a teacher, and benefit those students whom I will be teaching and helping with these and other specific concepts. I will learn what challenges children will face when growing up, and use the musical skills I have learned and developed to help them learn to the fullest of their abilities and cater the instructional decisions to them.
INTASC 2, The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personaldevelopment. I have decided to research the following concepts:
1. Bullying 2. Obesity 3. Autism 4. Self-esteem 5. School Attendance 6. Media and Violence 7. ADHD 8. Language Development 9. Cleft Palate
Ball State University Conceptual Framework:
This framework contains three themes: engagement, expertise, and context.
Engagement: The style of music education requires teachers to be engaged with their students at all times, as well as the involvement of the students at all times. Because of singing and playing instruments, and the concept of working together and performing in an ensemble, it is necessary that all students and the teacher be engaged always. It is important for any teacher to create a learning environment that is welcoming to students, and provides the opportunities to learn efficiently and in a way to succeed and strive toward a goal. Teachers need to understand the importance of knowing how students learn, and that not all students learn the same way. We will also have to be able to adapt if the way we are teaching does not work for all students. All teachers need to demonstrate to their students that their participation is required for the entire class to go well and for them to learn. Music educators require that students sing or participate in the ensemble, and can slowly grow and show improvement during the time together in the rehearsals. Music educators also need to explain to their students how music will benefit them in the future, and how it relates to other cultures and subject areas. We will also try to build musical literacy in our students, and teach them to be able to use music in the future, and understand exactly how they can use it to their advantage. Engagement in the classroom by the teacher and the students will create for a better learning environment and involvement of everyone in the classroom, and will allow for students to build stronger knowledge of the material and how they have importance in the classroom and can use this material to their own advantages (AG 5).
Expertise: To become an expert in my field of music education, I must be knowledgeable and skillful in all aspects of my area, but desire to continually learn and grow while teaching. I need to make a learning environment that is inviting for my students, and I must create lesson plans that require them to be involved and feel comfortable with the material I have taught them after a day, week, and school year in my class. In order to be an expert in my field, I need to be able to adapt and accommodate my lessons for those students who cannot learn as fast as others, and be familiar with how everyone learns. I must know I need to be patient with my students, and understand that they will not be fluent with the material after just one lesson. It will take time for me to achieve being an expert in my field, and I will take the classes and courses that will prepare me to do so. I am taking courses that require me to teach others, and experience a classroom setting so that I may gain the knowledge sooner than being thrown into the field to teach a class on my own with no feedback. By doing these things to prepare myself for teaching and understanding all of the material and concepts of music education, I will be an expert in my field (AG 2).
Context: In my field of music education, context is being knowledgeable of the material I am to be teaching my students, and be able to teach them to my fullest ability. By teaching them the material I know, my students will gain musical literacy, and therefore discover context in their own ways and apply what I have taught them to their own learning and growth in music. Students will learn music theory, history, culture, and other skills that will allow them to become musically literate. As a music educator, we will have many students who learn in different ways and at different speeds, and who will acquire the knowledge of context in these same ways. We as educators have to understand this and know our material well so that the context we will be teaching will be clearer. By learning how to figure out context and apply it, students can take this learning to other subjects and become stronger at studying and learning other material (AG 1).
Developmental Research Topic:
Bullying: Bullying is a repeated, malicious, aggressive behavior that is intended to inflict harm or distress on a weaker victim (Dukes, Stein, & Zane, 2010). There are two main types of bullying that have been determined. Direct or physical bullying is where the bully attacks the victim by physically hurting and afflicting pain on him/her. Indirect or relational bullying is where the bully attacks the victim with words and breaking down self-esteem, self-worth, and breaking friendships with others. The later effects of bullying on victims can be traumatic and can cause social, emotional, and physical problems. Bullies tend to become bullies because of outside school abuse. This can be at home, being abused in some way, or by others bullies who are bigger or older. These cause them to become bullies themselves to take out their abuse and anger or even fear on someone else. Boys are more likely to engage in physical or direct bullying than girls, who are more likely to engage in relational or indirect bullying. Bullying is more common in middle school, where students are maturing and going through puberty and being bullied for differences in sizes compared to others.
Students from four middle school and two high schools in a suburban school district in Colorado Springs, Colorado were observed and asked to answer a questionnaire on how they may have been bullied or bullied someone else for this study. (Example: During the past 12 months, how often have you: Threatened someone who was weaker than you?) This study was focused on trying to prove that bullying decreases with age and that relational bullying was the result of more students carrying weapons than physical bullying. In the end though, they were wrong about the decrease of bullying, and correct about relational bullying. Typical percentages of uninvolved students in studies from the United States range from 57% to 83% (Dukes, Stein, & Zane, 2010). This study had a resulted 68% of students were in some way bullied through their school years.
Bullies participate in peer victimization, which is where certain children become targets of verbal and physical attacks or other forms of abuse. Most bullies are boys who use both physical and verbal attacks, but some girls sometimes bombard a vulnerable classmate with verbal and relational hostility (Berk, 2012). Instructional Decision: As a future music educator, there are ways that I can help victims of bullying and bullies themselves, by giving them some sort of outlet or escape from the torture they endure. This can involve assigning them an instrument or piece of music to learn, and can help them forget about these bad things they have to go through. This is proven to be some sort of music therapy, and can make a difference on their future lives (AG 1.3).
Obesity: It has been revealed by Gallup-Healthways Well-Being Index that more than half of the people in the United States are overweight or obese (Cook & Mueser, 2013). Factors of obesity are poverty, lack of physical activity and exercise, higher food intake, and diets high in fat and low in fiber. Another factor in an obesogenic environment, which promotes weight gain and acts as a barrier to weight loss. This environment has influences such as degree of exposure, access to resources, and biological predisposition to obesity. This environment exists at two levels. In microenvironmental settings, such as families, neighborhoods, work, school, health, and mental healthcare organizations, and macroenvironmental sectors such as food production and manufacturing, media and marketing, health systems, and professional associations. We as people do not create these systems or environments; they include our family, culture, religion, and geographic beliefs, values, and practices (Cook & Mueser, 2013).
In this study, people with psychiatric disabilities were studied to see how they compare with those without psychiatric disabilities in terms of obesity. They found that those people with psychiatric disabilities were more vulnerable to weight gain and obesity as well as Type 2 Diabetes, heart disease, and other health risks. They then put into place the practices of increased exercise and physical activity, a modeled diet, peer support, and individual consultation, to see how these would affect their weight loss. They found that those people with psychiatric disabilities lost significantly more weight than those people without psychiatric disabilities. Overweight rises with age, from 21 percent among U.S. preschooler to 35 percent among school-age children and adolescents. In a longitudinal study of more than 1,000 U.S. children, overweight preschoolers were five times more likely than their normal-weight peers to be overweight at age 12, and an estimated 70 percent of affected teenagers become overweight adults (Berk, 2012). These results show that throughout the years, young children who are obese are more likely to be obese or overweight as adults.
Instructional Decision: For those students that are at risk of being overweight or obese, or simply do not get the exercise they need, I will highly stress joining show choir. In show choir the students will dance and sing, and will get a great workout every single day in this class (AG 5.1). It requires that they are in good shape, but does not require them to be the best dancer, and that it is a lot of fun. I will put out posters, and have meetings to get students involved and give mini performances to the students to hopefully further their interest of joining show choir to get some sort of physical activity in their lives.
Autism: Autistic children are said to specialize in one certain activity or subject, and many times this is music. Music has been used by therapists to facilitate communicative behaviors and social engagement with individuals with autism (Simpson & Keen, 2011). This article looked at many different studies that observed how music affects autism. Twenty studies were looked at, and most of them used techniques that involved composed songs and improvisational music therapy to study autistic children. These studies involved children 0-18 years of age who were diagnosed with autism. Studies show that those with autism demonstrate preference for auditory stimuli over other stimuli when the auditory stimuli are presented in the form of music and with a longer duration. Some autistic individuals may show enhanced performances than their peers in these areas of music, because of the repeated and routine style they performed with the therapy. Effectiveness of music as an intervention identified 80 percent of primary music therapy goals were recorded in area of language and communication, and behavioral and psychosocial (Simpson & Keen, 2011). These studies showed that those children with autism benefit from interaction with music, and may even excel in areas of music compared to their non-autistic peers. Children with autism display a peculiar style of information processing, preferring to process the parts of stimuli over patterns and coherent wholes (Berk, 2012). This tells us that those children with autism prefer patterns and those aspects they can rely on as being constant and the same, which is very common in music.
Instructional Decision: When I become a music teacher, I will teach all kinds of students, and will more than likely have students with autism. This will be a challenge, but I will know the positive effect music can have on these students, and can therefore help them. I will talk to the parents and teachers of those children with autism, and if they are in special needs classes, I will stress the importance of music in their schooling. I will demonstrate to them how music can help them in the future, and what positive effects it can have on their learning of other subjects and life in general (AG 1.5). Since autistic children respond well to auditory stimuli and repeated sounds according to this article, I will explain how the use of repeated music can be to their overall responses and how this can relate to their other areas of study.
Self-esteem: Self-esteem is the judgments we make about our own worth and the feelings associated with those judgments (Berk, 2012). Self-esteem can be related to two forms of active, favorable self-presentation: Attributive, which is claiming desirable characteristics and repudiative, which is denying negative characteristics. Two studies were performed to measure self-presentation, one involved 102 participants at a small liberal arts college and asked to do a personality study, and the other involved 52 participants, who also completed personality assessments. A primary goal of self-presentation is to foster a favorable image of the self, either to obtain a specific outcome or to elicit a favorable evaluation (Hermann & Arkm, 2013). Both of these studies found that those students with lower self-esteem were equally likely as those higher in self-esteem to engage in repudiative self-presentation. In contrast, those higher in self-esteem were much likely to engage in attributive self-presentation than were their counterparts lower in self-esteem. Those with a lower self-esteem were likely to possess negative personality characteristics, but less likely in possessing desirable characteristics, and more likely to compensate for a negative public image by denying they possessed negative characteristics unrelated to that image as those higher in self-esteem. Many have argued that those low and high in self-esteem differ in their self-presentation strategies, noting that the style of those high in self-esteem is active, confident, and self-enhancing, while the style of those lower in self-esteem seems more passive, cautious, and self-protective (Hermann & Arkm, 2013).
Instructional Decision: Music requires being comfortable with one’s self, and finding the strong aspects of one’s musical ability and performance. By being involved in music, students will develop a favorable and high self-esteem for themselves. I will work to explain how music can benefit students of all ages in terms of self-esteem and self-presentation. I will show students how music can allow them to express themselves, and allow them to think of themselves in a better way and with a higher self-esteem. I will do this by having them listen and perform different types of music in my music class, with different instruments and their voices, and see what music relates to them, and reaches them the best. They will then have performances for the entire school and community, and can be proud of how they sound with these songs and types of music, and further boost their self-esteem and self-presentation (AG 3.16 & 1.1).
School Attendance: School attendance is a great factor in determining how well students perform in school, and a great influence on school attendance is family income. Low family income is associated with poor academic achievement among children (Morrissey, Hutchison, & Winsler, 2013). When students do not attend school on a regular basis, they don’t have teacher guidance, peer interaction, and activities to foster learning, which are all harmful to the success of them. A study looking at 259 public elementary schools looked at whether income impacted students’ attendance and academic achievement in children in kindergarten through fourth grade. They recorded school absences and tardiness, academic achievement in elementary school, income status, and child and family characteristics. Children with more absences and tardies received lower grades than peers with better attendance, and grades were significantly lower during the years children demonstrated poorer attendance. Across all grades, on average, children were absent from school 7.29 days per year, and tardy 7.34 days per year. Children received and average grade of “satisfactory” in kindergarten and an overall “B” average in first through fourth grade (Morrissey, Hutchison, & Winsler, 2013). This demonstrates that children’s school attendance patterns are linked with achievement in elementary school. Risk factors in the first grade predict later dropout nearly as well as risk factors in secondary school (Berk, 2012).
Instructional Decisions: Since school attendance and dropping out signs can be noticed at an early age, the emphasis of staying in school and always attending school needs to begin just as early. My plan is to teach elementary students music, and hopefully encourage students to want to come to school to be involved in their classes, and want to do their best. I know that I will have some students who will maybe start slacking, or won’t perform as well as others because of the income and family factors, but it is my job to create lesson plans that keep them engaged, and when the time calls for it to adapt my lessons to those children who are unmotivated or cannot stay focused. I will desire to have all my students succeed, and make it so students will want to come to school to participate in my class, and further reflect on their other classes (AG 5.3).
Media and Violence: Many studies have shown that media violence has an effect on children’s subsequent aggression (Gentile, Coyne, & Walsh, 2011). There are three subtypes of aggression, verbal, relational, and physical. Media and violence have long-term effects on children, and can result in very terrible outcomes in their futures. The study that was done was of 430 students in the 3rd through 5th grade in five Minnesota schools. The goal of this study was to examine the link between consumption of media violence and increased use of physical, verbal, and relational aggression, and to identify potential mediators for the link between viewing media aggression and using aggressive behavior. When exposed to media violence, scripts related to aggression are activated and strengthened, making aggressive behavior more likely in the immediate situation. Most studies of media violence either observe immediate short-term effects or very long-time effects of watching/playing violent media. This study attempted to identify mediators of media violence effects across multiple media and across multiple subtypes of aggression (Gentile, Coyne, & Walsh, 2011). This study found that media violence exposure was directly related to aggressive and prosocial behaviors, and is strongly related to peer rejection. Although young people of all ages are susceptible, preschool and young school-age children are especially likely to imitate TV violence because they believe that much TV fiction is real and accept what they see uncritically (Berk, 2012).
Instructional Decision: It is inevitable that students will be exposed to media and violence in this time we are in. I believe that we can use media to our advantage, and especially change what sorts of media our young people are using. I believe that it is important to use music online outside of class. I think that assigning students to listen to certain pieces of music and repertoire we will be studying is good for them to know how to perform pieces and hopefully get them interested in listening to more music and broadening their musical engagement and library of music they listen to normally (AG 2.11 & 5.4). I also believe that having high expectations for students is helpful to keep them from using the media for negative purposes, and resisting violence and aggression. By having high expectations for all my students, I think that they will focus more on doing well in classes and performing in music because they would like to be good and they enjoy it, will help them stay focused on the more important aspects of life and not use the media for negative purposes (AG 5. 2).
ADHD: Attention-Deficit/ Hyperactivity Disorder effects approximately five percent of children worldwide and results in significant impairments and daily functioning (Scriberras, Efron, Schilpzand, Anderson, Jongeling, Hazell, & Nicholson, 2013). It is said that children with ADHD have an increased risk for poor educational suspensions, lower attainment and achievement, and lower social and occupational outcomes. A study was done examining 200 participants ranging from six to eight years of age from 43 schools. This study looked at the Conners3 ADHD Index, which is a question asking whether the child has been previously diagnosed with ADHD, and studied mean differences in parent and teacher reported total behavioral and emotional problems, social functioning, parent-reported child quality of life, measured academic achievement, and teacher-reported classroom performance between those students with ADHD and those without. Three groups were formed after applying this Conners3 ADHD Index and having an interview with researchers who studied the children’s cognitive, academic, language, and executive functioning, plus height and weight measurements. Group one was the ADHD group, which tested positive for ADHD, meaning that both the parents and teacher reported signs of having ADHD, and after an interview with the children, the researchers reported them having ADHD. Group two was the at risk group, meaning that according to the test, they either tested positive for ADHD, but didn’t meet all the criteria according to the researcher during the interview, or tested negative for ADHD, but met all the criteria during the interview. Finally the third group is the non-ADHD group, meaning they tested negative for ADHD, and didn’t meet any of the criteria during their interview. Based on this study, 30% of the students who tested positive for ADHD, and 3% who tested negative will fall into the at risk group. This comes out to about 98 of the 200 participants being at risk of having ADHD (Scriberras, Efron, Schilpzand, Anderson, Jongeling, Hazell, & Nicholson, 2013). The most effective treatment approach for ADHD combines medication with interventions that model and reinforce appropriate academic and social behavior (Berk, 2012).
Instructional Decision: Student with ADHD are going to require more thinking about lesson plans and adaption to learning styles of many different types of students in my classroom. As a music teacher, I will have to get to know my students, and figure out how they learn best, and what I can do to help them learn in the best way possible. I will have to understand that not all students will learn the same way, and I will have to develop possibly multiple lesson plans for certain days since I will accommodate my teaching to many students (AG 2.5). I will need to help those challenged with ADHD and other special needs, and find ways to help them succeed with the rest of the class. I believe the best way to do this is to let them experiment with many instruments and songs, and see what tailors to them. This will allow them to see what they can be good at, and help me to learn what I can teach them and how I can teach them so they may get better (AG 2.8).
Cleft Palate and Language Development: Children born with a cleft palate have significant language development lags, because of their formation of their palate and lip, which do not function like the palate and lip of those born without cleft palate. They are not able to pronounce and form high-pressure consonants for a long time, and when beginning to speak, have different babbling and sounds compared to those without cleft palate. A study was done that examined the relationship between speech measures at presurgery, 9 months, and postsurgery, 13 months, and speech and language performance at 21 months for children with cleft lip and palate, and their non-cleft peers. This study examined thirty children, fifteen with cleft lip and palate who underwent primary palatal surgery, and fifteen without cleft lip or palate. They studied the similarities between babbling and meaningful speech, and those babies at risk of language learning difficulties. The amount and complexity of babbling has also been tied to later phonological complexity in a number of investigations (Chapman, Hardin-Jones, & Halter, 2003). The children were observed while interacting with their primary caregiver at 9 months and 13 months, studying the phonetic/ phonological productions of children before and after surgery. The results of these investigations have shown that sounds and sound sequences heard in babbling are consistent with the production characteristics of babies’ early words (Chapman, Hardin-Jones, & Halter, 2003). These studies showed that those children who underwent surgery were considerably behind in most measures of speech production, but were making steady improvements. For certain measures of this study, the non-cleft children produced four more consonants than the children with cleft lip and palate. Those children with cleft lip and palate were found to be less accurate in consonant stopping abilities and clarity of pronunciation. The results of these studies concluded that those children with cleft lip and palate are significantly behind their non-cleft peers when babbling and speaking their first words. These children had steady increases in their development after surgery, but were not up to the same level of development as their non-cleft peers. This can effect their long-term language development, causing them to always be a little bit behind their non-cleft peers when learning how to speak complete sentences, pronunciation of words, and simply being on the same level in school as their peers. Babies everywhere start babbling at about the same age and produce a similar range of sounds (Berk, 2012). This is true, but the amount sounds and clarity of sounds are different for those children with cleft lip and palate.
Instructional Decision: Being a music educator, I will have many students to teach, and not all students will learn and develop the same way. Since cleft lip and palate are usually fixed by surgery before or right after a child is a year old, I will not have to work with many students who will still have cleft lip and palate by the time they are four or five years old. These children may be still behind their non-cleft peers, as they are getting older when developing their vocabulary or language and pronunciation. With this, I will need to apply what I know about the muscles and other body parts used to sing and play musical instruments to my students’ learning, and help them to understand how they can sing correctly (AG 2.1). By knowing what exceptionalities my students have that I am teaching, I will account for their differences and adapt my lesson plans to their learning styles (AG 1.5).
Reflection: By completing this project, I broadened my understanding of Intasc Standard 2, and how it pertains to the topics of bullying, obesity, autism, self-esteem, school attendance, media violence, ADHD, language development, and cleft palate. I have established several ways I can incorporate knowing these topics into my teaching of music and students after understanding aspects of these topics. I also realized that I should always be yearning to become more musically literate and gain more knowledge in understanding children and becoming a better teacher.
I realized that all of my topics require appropriate learning environments for students to succeed and learn in their own, unique ways. I learned that promoting the right learning environments for those students especially with learning difficulties like ADHD and cleft palate, and those suffering from low self-esteem, bullying, and dropping out of school will allow them to learn efficiently and feel like they have a place in my classroom and can be themselves. I can promote these learning environments by adapting my lesson plans to those students who need more help than others, and requiring engagement of all my students so everyone is involved.
Students learn in many different ways, and I learned that the learning process could be affected by having learning difficulties. I studied ADHD and cleft lip and palate in children, and how these difficulties influence the learning process. I can improve my understanding of the learning process, by learning more about how many different people learn and the factors that inhibit their learning abilities. When children are affected by learning difficulties and are bullied or affected by low self-esteem, the learning process is placed in a disadvantaged situation and needs to be helped.
I understand from these articles that there is a great impact on students’ development with all my topics. Students who have learning difficulties, low self-esteem issues, are bullied, have autism, etc., are diverse compared to each other, and will need attention from the teacher to succeed. In order for my students to succeed, I will need to know all of my material and be musically literate. If I do this, I will be able to understand what they need help with, and the best way I can help them. Since my topics will impact student development in mostly negative ways, it is my job to bring students together and make them feel like they have a place and belong in my classroom. Students will need to work hard in my classroom, and I will be there to help them with any problems they may have.
From these topics and articles, I learned many different concepts and have grown in understanding Intasc Standard 2 and the All Grade Standards. I learned that learning environments are critical to the overall experience of students’ understanding and learning, therefore, as an educator I will continue my membership with the National Association for Music Educators (NAfME) so that I may go to conferences they hold and interact with other educators and see how they work their classroom and how I can incorporate their ideas to be my own to better understand how to instruct, interact, and assess student’s critical thinking skills and how to help them be engaged in the classroom,. I learned what it means to be an expert in my field, and how to teach all kinds of students, and how they are different from each other. Therefore, as an educator I will seek out conferences on elementary-aged learning, to better understand how to teach my students’ diverse talents and strengths. I learned that there are a great deal of things that impact the development of students, and how students perceive the information they are given, therefore, as an educator, I will continue to advance and educate myself by reading research articles about early childhood development, and how factors such as family, school, and community effect their lives to better understand how learning occurs, best practices, and instructional strategies.
Works Cited
Berk, L. (2012). Infants, children, and adolescents (7th ed., p. 236, 342, 366, 388, 417, 444, 588). Boston, MA: Pearson Education, Incorporation
Chapman, K.L., Hardin-Jones, M., & Halter, K. (2003). The relationship between early speech and later speech and language performance for children with cleft lip and palate. Clinical Linguistics & Phonetics, 17 (3), 173-197.
Cook, J.A., & Mueser, K.T. (2013). The challenge of obesity. Psychiatric Rehabilitation Journal, 36 (3), 129-132.
Gentile, D.A., Coyne, S., & Walsh, D.A. (2011). Media violence, physical aggression, and relational aggression in school age children: A short-term longitudinal study. Aggressive Behavior, 37 (2), 193-206.
Hermann, A.D., & Arkm, R.M. (2013). On claiming the good and denying the bad: self-presentation styles and self-esteem. Individual Differences Research, 11 (1), 31-43.
Morrissey, T.W., Hutchison, L., & Winsler, A. (2013). Early Income, School Attendance, and Academic Achievement in Elementary School. Developmental Psychology,
Scriberras, E., Efron, D., Schilpzand, E.J., Anderson, V., Jongeling, B., Hazell, P., &…Nicholson, J.M. (2013). The Children’s Attention Project: A community-based longitudinal study of children with ADHD and non-ADHD controls. BMC Psychiatry, 13.
Simpson, K., & Keen, D. (2011). Music Interventions for children with Autism: Narrative Review of the Literature. Journal Of Autism & Developmental Disorders, 41 (11), 1507-1514.
All Grade Standards
Standard 1: Student Development and Diversity
Teachers of grades P–12 have a broad and comprehensive understanding of student development and diversity and demonstrate the ability to provide instruction that is responsive to student differences and that promotes development and learning for all students, including:
1.1 major concepts, theories, and processes related to the cognitive, linguistic, social, emotional, physical, and moral development of students in grades P–12, and factors in the home, school, community, and broader environment that influence student development
1.3 typical developmental challenges for students from early childhood through grade 12 (e.g., in relation to independence, self-esteem, peer interactions, physical development, self-direction, decision making, goal setting, involvement in risky behaviors, and identity formation) and the ability to help students address these challenges
1.5 knowledge of types of exceptionalities, including high ability and twice exceptional; their characteristics; and their implications for development, teaching, and learning; and the ability to use this knowledge to promote learning and development for students with exceptionalities
Standard 2: Learning Processes
Teachers of grades P–12 have a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement, including:
2.1 knowledge of major theories and concepts related to the learning process, and the ability to apply this knowledge to enhance student learning in varied educational contexts, including project-based learning contexts
2.5 knowledge of how student learning is influenced by different types of instructional practices and teacher behaviors, and the ability to use this knowledge to promote learning for all students
2.8 strategies for engaging students in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work
2.11 knowledge of how digital-age tools and environments influence learning processes and outcomes, and the ability to use this knowledge to improve teaching effectiveness and learning outcomes
3.16 knowledge of factors and situations that tend to promote or diminish student engagement in learning, and the ability to apply skills and strategies for promoting students’ active engagement and self-motivation
Standard 5: Learning Environment
Teachers of grades P–12 have a broad and comprehensive understanding of student learning environments and demonstrate the ability to establish positive, productive, well-managed, and safe learning environments for all students, including:
. 5.1 the ability to create safe, healthy, supportive, and inclusive learning environments, including indoor and outdoor environments, that encourage all students' engagement, collaboration, and sense of belonging
. 5.2 the ability to apply skills and strategies for establishing a culture of learning that emphasizes high expectations for all students, promotes self-motivation, and encourages students' sense of responsibility for their own learning
. 5.3 the ability to plan and adapt developmentally appropriate learning environments that reflect cultural competency; are responsive to the characteristics, strengths, experiences, and needs of each student; and promote all students' development and learning
. 5.4 knowledge of the characteristics and benefits of virtual learning environments, online environments, face- to-face environments, and hybrid environments, and the ability to work effectively in different types of environments to ensure student learning and growth