The following are learning objectives identified by faculty in these case studies. Explore the list to find objectives that sound similar to yours and click on the objectives to learn more about how faculty have used to technology to achieve them.
Know how to build community among learners.
Be able to create order in a variety of classroom environments.
Know about and be able to advance equity and social justice for all children.
Describe the aims, mission, outcomes, and personal dispositions embodied in the elementary program.
Recognize, identify, and describe in context knowledge, skills, and dispositions of being able to teach all children in diverse communities of learners.
Develop a beginning Professional Program Portfolio.
Demonstrate leadership as a preservice educator
Recognize how diverse cultural, linguistic, and community characteristics contribute to individual variability.
Identify and capitalize on students multiples abilities to create learning tasks and contexts that promote high achievement.
Use a variety of grouping patterns for instruction, recognizing the problems and benefits fo different approaches to grouping.
Employ critical research findings in instructional planning to design and construct teaching strategies for all students and ADAPT them when necessary for students with special needs.
Learn the content of the elementary of secondary P.E. curriclum.
Learn teaching strategies for delivering the curriculum.
Become familiar with standards-based education.
Develop an understanding of the importance of Physical Education in schools.
Develop skills in communicating the importance of Physical Education to others. Students also begin to understand their own strengths and weaknesses as teachers.
To develop an understanding of the value of P.E. as an integral part of student development.
Have the skills to connect with necessary colleagues on a professional level, and need to understand the value of this for their work.
Develop accountability for their work, their ideas, and their own learning.
Demonstrate understanding of the "whole" school setting and how individuals and groups within the school work to foster learning.
Demonstrate the ability to plan, implement and evaluate instruction in one-to-one, small group and/or classroom settings
Demonstrate professional "attributes and disposition" needed to work effectively with colleagues, parents, administrators...toward common goals
Reflect on the enduring issues and questions of the day including the role of the teacher vis-a-vis physically, emotionally and academically challenged students and children from diverse economic and cultural background
Feel comfortable drawing graphs to illustrate the behavior of firms and individuals to changing economic conditions.
Discuss the history, market structure, and performance of several different industries in the U. S. economy and should feel comfortable reading articles in the business daily newspaper about U. S. companies.
Explain the strengths of the capitalist free enterprise system as well as discuss some of the ways in which the market may not provide the ideal or optimal amount of a particular good.
Discuss the history, market structure, and performance of many countries, including Russia and the transitional economies in Eastern Europe, China, Japan, Sweden, and the former Yugoslavia and should feel comfortable reading articles in the business and academic journals about these countries.
Explain the differences between capitalism, socialism, and the soviet-type command economies.
Communicate effectively with children, parents, and other staff members utilizing communication systems developed by each classroom as well as daily communication i.e. greetings, notes/phone calls as necessary.
Develop an evolving understanding of constructivism as it relates to: preparing the environment, collaborating on project development and set-ups, interpreting children's play, thinking, etc.
Communicate visually through the organization of the environment, who lives in the space, what happens in the space, and the rationale for materials and objects available to children.
Presenting documentation for public display and/or presentation (min. 2x's/semester: panel, book, parent discussions, imovie etc.)
Maintain a Field Book.
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