Go on. Explore!

lvl 0 • 0 xp

lvl 1

Home Market Decks Interests

Competencies

memorize.ai (lvl 286)

(0)

36 cards

()

Section 1

Preview this deck

Competency 2: E

Front

1 / 36

Competition Prep

0.0

0 reviews

5			0
4			0
3			0
2			0
1			0

Active users

All-time users

Favorites

Last updated

6 years ago

Date created

Mar 14, 2020

Cards (36)

Section 1

(36 cards)

Competency 2: E

Front

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

Back

Competency 1: C

Front

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

Back

Competency 1: O

Front

Understands ways in which student involvement in risky behaviors (e.g., drug and alcohol use, gang involvement) impacts development and learning

Back

Competency 1: M

Front

Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents

Back

Competency 3: C

Front

Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals and groups

Back

Competency 3: G

Front

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 viewpoints, encouraging students' application of knowledge and skills to the world beyond the school

Back

Competency 1: I

Front

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

Back

Competency 1: B

Front

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

Back

Competency 3: D

Front

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.

Back

Competency 2: D

Front

Knows strategies for enhancing one's own understanding of students' diverse backgrounds and needs

Back

Competency 2: F

Front

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

Back

Competency 3

Front

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

Back

Competency 1: E

Front

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)

Back

Competency 2: H

Front

Knows ELPS in the domains of listening and speaking in accordance with the proficiency-level descriptors for the beginning, intermediate, advanced, and advanced-high levels

Back

Competency 1: K

Front

Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community, and developmental responsiveness

Back

Competency 1: F

Front

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

Back

Competency 1: P

Front

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

Back

Competency 1: D

Front

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)

Back

Competency 3: F

Front

Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals

Back

Competency 1: G

Front

Understands that development in any one domain (i.e., cognitive, social, physical, emotional) impacts development in other domains

Back

Competency 3: B

Front

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 student's current skills and knowledge, background, needs, and interests; alignment with campus and district goals)

Back

Competency 1: J

Front

Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated, and active learning and play experiences that promote the development of the whole child

Back

Competency 3: A

Front

Understands the significance of the Texas Essential Knowledge and Skills (TEKS) and of prerequisite knowledge and skills in determining instructional goals and objectives

Back

Competency 2: G

Front

Understands the instructional significance of varied student learning needs and preferences.

Back

Competency 1

Front

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

Back

Competency 2

Front

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.

Back

Competency 2: I

Front

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

Back

Competency 1: N

Front

Recognizes typical challenges for students during later childhood, adolescence, and young adulthood (e.g., self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges

Back

Competency 2: C

Front

Knows how to use diversity in the classroom and the community to enrich all students' learning experiences

Back

Competency 1: H

Front

Recognizes signs of developmental delays of impairments in students in early childhood through grade 4

Back

Competency 3: E

Front

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

Back

Competency 1: A

Front

Knows the typical stages of cognitive, social, physical, and emotional development of students in early childhood through grade 12

Back

Competency 1: L

Front

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, work-place skills)

Back

Competency 2: A

Front

Demonstrates knowledge of students with 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.

Back

Competency 3: H

Front

Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self-assessment, and closure

Back

Competency 2: B

Front

Accepts and respects students with diverse backgrounds and needs

Back