Pedagogy: Secondary (Grades 5–12) Subtest 1
Subarea I.1. Student Development, Learning, and Diversity
0001
Understand development during the secondary school years and methods for providing learning opportunities that support students' physical, social, emotional, moral, and cognitive development.
- demonstrating knowledge of developmental characteristics, processes, and progressions of secondary students in the physical, social, emotional, moral, and cognitive domains
- demonstrating knowledge of developmental variation among secondary students in the physical, social, emotional, moral, and cognitive domains and instructional practices that are responsive to this variation
- demonstrating knowledge of how students' development in any one domain may affect their development and performance in other domains
- applying knowledge of how students' physical, social, emotional, moral, and cognitive development influences learning and the implications of these factors for teaching and learning
- applying knowledge of developmentally appropriate instruction that meets student needs and supports student growth in the physical, social, emotional, moral, and cognitive domains
- demonstrating knowledge of individual factors (e.g., prior learning, talents, language and cultural background) and factors in the home, school, and community (e.g., peer interactions; use of tobacco, alcohol, and drugs) that may affect secondary students' development and readiness to learn
- demonstrating knowledge of trauma-informed practices in order to provide learning opportunities that support student growth in the physical, social, emotional, moral, and cognitive domains
0002
Understand learning processes and methods for providing instructional experiences that support students' learning and achievement.
- demonstrating knowledge of how students learn, internalize knowledge, and develop performance and thinking skills and various instructional strategies for promoting these outcomes
- demonstrating knowledge of the concept of readiness in various learning contexts and strategies for using student strengths as a basis for promoting learning and student errors as opportunities for learning
- applying knowledge of strategies for helping students build meaning (e.g., linking new ideas to familiar ideas; making connections to student experiences; providing opportunities for active engagement, manipulation, and testing of ideas and materials)
- demonstrating knowledge of factors that influence student learning (e.g., prior knowledge and experience, English language acquisition, Students with Limited or Interrupted Formal Education [SLIFE], developmental readiness, health, trauma, economic conditions, teacher behaviors, family circumstances, community environment) and how to provide learning experiences that are responsive to students' varied experiences, characteristics, and needs
- applying knowledge of strategies for encouraging students to assume responsibility for shaping their learning tasks and outcomes
- demonstrating knowledge of how particular instructional methods and procedures, including the use of technology, can be expected to influence learning processes and outcomes
0003
Understand student diversity and methods for providing learning experiences that are responsive to students' diverse characteristics and needs, including the needs of students with exceptionalities.
- demonstrating knowledge of differences in approaches to learning and performance (e.g., variation in learning styles and preferred performance modes) and how to design instruction that is responsive to student needs (e.g., Universal Design for Learning [UDL]) and that uses student strengths to promote learning
- applying knowledge of areas of exceptionality (e.g., learning, perceptual, physical, cognitive, mental health, gifts, talents) and strategies for promoting learning for students with exceptionalities, including knowing when and how to access appropriate services and resources to meet student needs
- applying knowledge of the process of second-language acquisition and strategies for supporting learning for students whose first language is not English, including knowing when and how to access appropriate services and resources to meet student needs
- demonstrating knowledge of how to use technological resources to facilitate learning for students with diverse backgrounds, characteristics, needs, and abilities
- demonstrating knowledge of the contributions, characteristics, lifestyles, and historical trauma of various groups in U.S. society; the tribal government, history, worldview, language, and culture of Minnesota-based American Indian groups; and ways to provide learning experiences that reflect and are responsive to students' diverse social, cultural, and family backgrounds
- demonstrating knowledge of cultural and community diversity and norms; how to learn about and incorporate students' experiences, cultures, and community resources into instruction; and how to bring multiple perspectives to content-area instruction
- demonstrating knowledge of how to recognize and respond to negative attitudes regarding diversity, including bias, discrimination, prejudice, and institutional and personal racism and sexism, and how to create a learning community in which differences among groups and individuals are valued and respected
- demonstrating knowledge of the importance for teachers of a belief in all students' ability to learn at the highest levels and a commitment to persist in helping all students achieve success as learners as well as influences of teacher behaviors on students' growth and learning
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