Learner Differences Sample Clauses

Learner Differences. The teacher recognized and fostered individual differences to establish a positive classroom culture. Key indicators include: getting to know all students, using that knowledge of students to create a culture of respect, meeting needs of all students.
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Learner Differences. The teacher recognized and fostered individual differences to establish a positive classroom culture. Ineffective Progressing Effective Highly Effective The evidence indicates that the teacher did not or infrequently took steps to learn about students as individuals and as learners. The evidence indicates that the teacher took partial steps to learn about students as individuals and as learners The evidence indicates that the teacher regularly took steps to learn about students as individuals and as learners. The evidence indicates that the teacher consistently and effectively took steps to learn about students as individuals and as learners The evidence indicates that the teacher did not or infrequently incorporated knowledge of individual students to create a classroom culture of respect and rapport that meets the needs of all students. The evidence indicates that the teacher began to use knowledge of individual students to create a positive culture that meets the needs of all students. The evidence indicates that the teacher regularly incorporated knowledge of student diversity to create a positive culture of respect and rapport that meets the needs of most students. The evidence indicates that the teacher consistently and effectively incorporated knowledge of student diversity to create a positive culture of respect and rapport that meets the needs of all students. Comments: Sources of Evidence for Recognizing and Fostering Individual Differences to Establish a Positive Classroom Culture What You Want to Demonstrate Possible Evidence Performance Considerations Knowledge of all students Student surveys Student writing Parent surveys Student attendance data The teacher consistently interacts with students in a respectful manner, encouraging and respecting them as they share their thoughts and experiences. Using knowledge of students to create a culture of respect among all students Student reflections /contributions of personal experience Student writing and discussion provides consistent evidence of contributions of personal experiences to the topics being studied during class. Classroom rules Behavior and/or office referrals
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Learner Differences. Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Educator displays knowledge of students’ skills and learning needs. Educator understands how students’ prior knowledge is critical to new learning. Comments: Sources of Evidence: □ Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement: STANDARD 1.3 Learning Environment Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Educator works with others to create appropriate learning environments. Educator creates a safe classroom. Student behavior is managed. Comments: Sources of Evidence: □ Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement: STANDARD 2.1 Knowledge of Content Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Educator is knowledgeable about their content. Educator uses representations and explanations to capture key ideas. Educator engages students in learning process and higher cognitive levels of thinking are involved. Educator relates new learning to prior knowledge and reflection is conducted. Comments: Sources of Evidence: □ Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement: STANDARD 2.2 Content Application Rubric Criteria Novice Educator Developing Educator Proficient Educator Distinguished Educator Educator is aware of their discipline’s connection to other areas. Classroom activities are based on real world applications and higher order of cognitive thinking is involved. Comments: Sources of Evidence: □ Areas of Improvement and/or Plan of Assistance: Resources needed to complete areas of improvement:
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Learner Differences. A. Intelligence – Multiple intelligences
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