They create a setting that is flexible and supportive of science inquiry They

They create a setting that is flexible and supportive

This preview shows page 5 - 6 out of 7 pages.

for learning science and engaging in extended investigations. They create a setting that is flexible and supportive of science inquiry. They also identify and use resources outside the school. TEACHING STANDARD E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers display and demand respect for the diverse ideas, skills, and experiences of all students. They enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community. They nurture collaboration among students. They model and emphasize the skills, attitudes, and values of scientific inquiry. Teachers of English to Speakers of Other Languages (TESOL) Standards ( ) DOMAIN 1: LANGUAGE Standard 1.a. Language as a System . 1.a.1. Demonstrates knowledge of the components of language and language as an integrative system. 1.a.2. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to help ELLs develop oral, reading, and writing skills (including mechanics) in English. 1.a.3. Demonstrate knowledge of rhetorical and discourse structures as applied to ESOL learning. 1.a.4. Demonstrate proficiency in English and serve as a good language model for ELLs. Standard 1.b. Language Acquisition and Development. 1.b.1. Demonstrate understanding of current and historical theories and research in language acquisition as applied to ELLs. 1.b.2 Candidates understand theories and research that explain how L1 literacy development differs from L2 literacy development. 1.b.3. Recognize the importance of ELLs’ L1s and language varieties and build on these skills as a foundation for learning English. 1.b.4. Understand and apply knowledge of sociocultural, psychological, and political variables to facilitate the process of learning English. 1.b.5. Understand and apply knowledge of the role of individual learner variables in the process of learning English. DOMAIN 2: CULTURE Standard 2. Culture as It Affects Student Learning. 2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning. 2.b. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to teaching and learning. 2.c. Understand and apply knowledge about cultural conflicts and home events that can have an impact on ELLs’ learning. 2.d. Understand and apply knowledge about communication between home and school to enhance ESL teaching and build partnerships with ESOL families. 2.e. Understand and apply concepts about the interrelationship between language and culture. 2.f. Use a range of resources, including the Internet, to learn about world cultures and specifically the cultures of students in their classrooms and apply that learning to instruction.
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