PACE - LCSC Education Division - Lewis-Clark State College

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Instructional Strategies and Learning Tasks to Support Learning:• How will you communicate the learning goals and objectives to students?• What explicit learning instruction occurs: what specifically are the students learning in thislesson?• What learning activities do you have planned for the students (Note: these describe whatthe students do during the lesson)• What instructional strategies will you use (Note: Instructional strategies describe whatthe teacher does during the lesson).• Provide estimates of time.• Articulate a purpose for your selection of each learning activity.• What are the key teacher questions or prompts?• What are the procedural directions for students to follow?• Will students be grouped and, if so, by what criteria?• In what ways will you ensure equitable learning opportunities for all students?Time Learning Activities PurposeOrientation/Engagement/Motivation:(Introduction of the topic: makingconnections) This means applying whatyou know about your students’academic and social development andcultural backgrounds to make thelearning interesting, accessible andrelevant.)• How will you engage yourstudents?• How will you connect to yourstudents’ previous experiences?• How will you link this to theirlives as students?• How will you communicateyour learning goals/objectivesor your expectations to thestudents?Presentation/Explicit Instruction:• How will you explicitlyteach/model or demonstrate theskill/strategy/concept?• How will you adapt the94
instructional procedures to meetthe needs of the students whomyou are teaching?• Remember: telling is notteaching!Structured Practice/Exploration:• What learning activities do youhave planned?• What kind of examples/sampleswill you provide for yourstudents?• How will students know wherethe work is going and what isexpected of them?• What opportunities will youprovide for students to practicethis new skill/strategy?• What questions might you poseto check for understanding?ClosureGuided Practice/Feedback:• What additional opportunitieswill you provide for students topractice this new skill/strategy?• What questions might you poseto push student thinking andcheck for understanding?• What feedback do you plan toprovide?• How might you correct studentmisunderstandings?Independent Practice/Application:• What kind of opportunities willyou provide students to applythis new learning anddemonstrate mastery?• How might students evaluatetheir work and its implications?• How will the key points of the lesson be articulated? By whom?• What questions or prompts will you use to elicit student articulation of their learning?• How will students rethink and revise their understanding and work?95
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PACEPathways for Accelerated Certif
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The Intern ........................
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GENERAL INFORMATIONPURPOSE OF THE H
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SECTION 1 - THE PACE ELEMENTARYTEAC
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Transcript evaluation cannot be com
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Completion of courses associated wi
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Pre-Professional FoundationsED 214
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ChallengingChallenging a course inv
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Please Note: Before You Start Inter
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the intern and make suggestions. If
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10. Compile evidence using the Comp
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Professionalism: Etiquette and Ethi
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They are willing to share informati
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discussed the lesson(s) they plan t
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• The OSTE should observe the int
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Week 2The intern assists in plannin
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The PrincipalOrientating the Intern
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Instructions for The Printed or Ele
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A second reminder: A final copy of
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Possible Examples of Exit Interview
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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 48 and 49: Individual students may be studied
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 96 and 97: Materials• What materials will yo
Page 98 and 99: THE LESSON DESIGNTopics To Be Consi
Page 100 and 101: IV.Learning Objective(s)/Outcome(s)
Page 102 and 103: C. References/Bibliography & Resour
Page 104 and 105: Please Note: A New Electronic Teach
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Page 112 and 113: EVALUATION OF THE EXIT INTERVIEWTea
Page 114 and 115: OSTE:LCSC Education Program Assessm
Page 116 and 117: 6. The mentor’s ability to make c
Page 118: 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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