PACE - LCSC Education Division - Lewis-Clark State College

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Individual students may be studied for their reactions and responses. Interns can learn a greatdeal from watching an experienced teacher work. The following questions will help put whatinterns observe into sharper focus so that they can profit from this valuable opportunity.The Purpose of the Lesson What is the teacher attempting to accomplish; what are the learning objectives? Is the purpose of the lesson clear to the students? Is it possible to discriminate between activity descriptions and learning objectives?Review In what way did the teacher find out what the students already knew?Motivation What was the motivation for the lesson? Did it appear effective in challenging the students? In what way?Questioning What were some examples of questions that elicited information from the students, madethem think through a problem or question, see a relationship?Problem-Solving/Constructivist ApproachWhere in the lesson was/were: problem-solving/constructivist approach(es) utilized? a problem or question raised? a hypotheses offered? facts collected to support a hypotheses or answer a question? summaries provided? an application of what was learned? information told to students that could have been elicited from them by good questions –helping them to recall what they already knew or had experienced – an experiment or useof the discovery method?Media/Technology Was use made of media or technology? In what ways were they effective teaching aids?Rapport What evidence was there that the teacher was really communicating with the students?Summary Was there a good summary of what students had learned at the end of the lesson? Did the teacher attempt to evaluate with the students what they still did not understand?Lead-On/Follow-Up/Closure What did the teacher give the students to anticipate in the next lesson? Did s/he suggest any follow-up activities?Evaluation Had the intern taught this lesson, would s/he have felt satisfied or dissatisfied? Why? What might have been done more effectively? How?This outline could be used by the intern in evaluating her/his own teaching.48
PlanningOn-site teacher educators can expect their interns to plan both long-range goals and daily lessonplans. Adequate planning is essential if teaching time is to be maximized. Each activity andinstructional segment for which the intern is responsible must be based on a formal, intentionallyprepared plan. While the <strong>Education</strong> <strong>Division</strong> does not subscribe to any one specific plan format,its faculty does believe that all lesson plans will include observable learning objectives,appropriate activities for teacher and students, materials, evaluation, and periodic review.Specific requirements may vary, as they will reflect the individual needs of the intern, on-siteteacher educator, and college supervisor. No instruction should be permitted for which adequatepre-planning is not in evidence. Whenever the intern teaches, whether for part of a class or forthe entire class period, s/he needs to have a lesson plan that clearly identifies learning objectives.Interns need appropriate input from their on-site teacher educators for advance planning to becomprehensive. Interns need to know when they are expected to teach specific lessons and mustbe informed about the content (scope and sequence) to be addressed. It is helpful if interns areaware of the resources available in the school and community to enrich the learning experiences.Interns can then be expected to take initiative in planning creative lessons for their classes.Effective planning will be:purposeful rather than incidental;pre-planned rather than last minute;cognizant of instructional and safety interests;a basis for analysis and evaluation of instruction; andconsistent with the intern’s philosophy of learning.Basic components of lesson plans include the following elements.Identification of subject, grade level, and subject of the lesson.Learning objectives that state in an observable and measurable way what is to beaccomplished by the student by the end of the lesson and an explanation about how thestudents will be assessed to determine if they can meet the objective.Provision for literacy strategies.List of activities that support the learning objectives, outline the content to be taught and howit is to be taught (chronological order and time allocation).List of materials needed by teacher and by students.TeachingInduction into instruction is best accomplished by using the team approach. This gradualassumption of responsibility, while sharing instruction and management with the on-site teachereducator, provides a smooth transition for both intern and the students. Initially, interns may49
Page 1 and 2: PACEPathways for Accelerated Certif
Page 3 and 4: The Intern ........................
Page 5 and 6: GENERAL INFORMATIONPURPOSE OF THE H
Page 7 and 8: SECTION 1 - THE PACE ELEMENTARYTEAC
Page 9 and 10: Transcript evaluation cannot be com
Page 11 and 12: Completion of courses associated wi
Page 13 and 14: Pre-Professional FoundationsED 214
Page 15 and 16: ChallengingChallenging a course inv
Page 17 and 18: Please Note: Before You Start Inter
Page 19 and 20: the intern and make suggestions. If
Page 21 and 22: 10. Compile evidence using the Comp
Page 23 and 24: Professionalism: Etiquette and Ethi
Page 25 and 26: They are willing to share informati
Page 27 and 28: discussed the lesson(s) they plan t
Page 29 and 30: • The OSTE should observe the int
Page 31 and 32: Week 2The intern assists in plannin
Page 33 and 34: The PrincipalOrientating the Intern
Page 35 and 36: Instructions for The Printed or Ele
Page 37 and 38: A second reminder: A final copy of
Page 39 and 40: Possible Examples of Exit Interview
Page 41: Elementary Teacher Education Intern
Page 44 and 45: SECTION 6 - REFERENCE SECTIONOf Pot
Page 46 and 47: Prior to the intern teaching her/hi
Page 50 and 51: imitate the teaching style of their
Page 52 and 53: 1. A completed “Application for a
Page 54 and 55: Principles and Standards for the LC
Page 56 and 57: 3. The culturally responsive educat
Page 58 and 59: Exhibiting Appropriate Conduct as a
Page 60 and 61: Key AttributeThe teacher is knowled
Page 62 and 63: • Provides opportunity for studen
Page 64 and 65: • The teacher understands how stu
Page 66 and 67: • The teacher develops a variety
Page 68 and 69: • The teacher models effective co
Page 70 and 71: • The teacher evaluates the effec
Page 72 and 73: CODE OF ETHICS FOR IDAHO PROFESSION
Page 74 and 75: CODE OF ETHICSFOR IDAHO PROFESSIONA
Page 76 and 77: Principle VII. A professional educa
Page 78 and 79: Conditional Certificate. Allows an
Page 80 and 81: List of Praxis II Exams and Qualify
Page 82 and 83: Psychology 6-12 Psychology 0390 2 6
Page 84 and 85: Tuition and Fee InformationPACE is
Page 86 and 87: Sources of Help and InformationEduc
Page 88 and 89: Instructional Design:The Lesson Pla
Page 90 and 91: **Instructional activities example:
Page 92 and 93: Content Standards and ELD (as appro
Page 94 and 95: Instructional Strategies and Learni
Page 96 and 97: Materials• What materials will yo
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THE LESSON DESIGNTopics To Be Consi
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IV.Learning Objective(s)/Outcome(s)
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C. References/Bibliography & Resour
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Please Note: A New Electronic Teach
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EVALUATION OF THE EXIT INTERVIEWTea
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OSTE:LCSC Education Program Assessm
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6. The mentor’s ability to make c
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5. What do you consider to be the w
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PACE - LCSC Education Division - Lewis-Clark State College

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