The teacher candidate will explain the importance of preconceptions, inquiry practices, and metacognition in student learning.
The teacher candidate will list and characterize at least five active learning
strategies.
The teacher candidate will, given any of the basic 12 tenets of effective
teaching principles from educational psychology, elaborate on their meaning
and application.
The teacher candidate will state at least five necessary conditions for
effective learning.
The teacher candidate will state at least three desirable conditions for
effective learning.
The teacher candidate will define and distinguish metacognition and self-regulation.
The teacher candidate will describe 7 metacognitive instructional practices.
The teacher candidate will describe 5 student self-regulatory practices.
The teacher candidate will identify and explain at least 4 dispositions
reflective of critical thinking.
The teacher candidate will identify and explain at least 4 universal
intellectual standards in relation to personal expression
The teacher candidate will distinguish between learning preferences on the
basis of four styles.
The teacher candidate will help others identify learning problems, and provide
guidance for improved student learning.
The teacher candidate will briefly explain the role and importance of educational
practices associated with each of the following: prior knowledge; metacognition,
prior knowledge, and motivation; cognitive strategies; cognitive strategy
instruction; and inquiry charts.
The teacher candidate will explain the key roles of teacher in purposeful
learning.