Early Childhood Education: Teacher Certification Exam, 2nd by Sharon Wynne

By Sharon Wynne

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Extra resources for Early Childhood Education: Teacher Certification Exam, 2nd Edition

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Individual teachers would be well advised to keep themselves informed of current trends or developments, so as to make better informed choices for their students and deal with the possibility of parental concern. MTTC STUDY GUIDE 34 TEACHER CERTIFICATION STUDY GUIDE Focusing on the needs evident in almost any classroom population, the teacher will want to use textbooks that include some of the activities and selections to challenge the most advanced students as well as those who have difficulty in mastering the material at a moderate pace.

When students complete a task, whether it is a worksheet, a piece of writing or artwork or a group project, they can also complete a sheet that tells about their learning. They can choose smiley faces or sad faces to tell whether or not they did their best work, whether they understood the concept and tell what they would like to work on next. MTTC STUDY GUIDE 24 TEACHER CERTIFICATION STUDY GUIDE DOMAIN II. 1 UNDERSTAND HOW TO PLAN AND IMPLEMENT DEVELOPMENTALLY APPROPRIATE CURRICULUM AND INSTRUCTIONAL PRACTICES BASED ON KNOWLEDGE OF INDIVIDUAL CHILDREN, THE COMMUNITY, AND CURRICULUM GOALS AND CONTENT Interrelationships among the content areas Teaching students how subjects connect and are interrelated, and bridging the gaps between various subjects by integration of learning, helps students in numerous ways.

The goal of Bloom’s taxonomy was to motivate teachers to teach at all levels of critical thinking and not just at the most common level – the lower-ordered thinking skills such as memorizing, restating, or defining. 3 Social and behavioral theories look at the social interactions of students in the classroom that instruct or impact learning opportunities in the classroom. The psychological approaches behind both theories are subject to individual variables that are learned and applied either proactively or negatively in the classroom.

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