Pedagogy: Early Childhood (Birth to Grade 3) Subtest 2
Subarea I.1. Assessment, Curriculum, and Instruction
0007
Understand various types of assessment and evaluation; relationships among assessment, instruction, and learning; and the use of assessment to ensure young children's continuous development and achievement of defined standards and goals.
- demonstrating knowledge of the characteristics, uses, advantages, and limitations of different types of informal and formal assessment (e.g., teacher observation, performance-based assessment, portfolio, teacher-made test, self-assessment, peer assessment, criterion-referenced test, norm-referenced test)
- demonstrating knowledge of measurement, central concepts in assessment (e.g., validity, reliability, bias), differences between assessment and evaluation, and the role of assessment in teaching and learning
- demonstrating knowledge of the purposes of assessment (e.g., monitoring, comparing, screening, diagnosing); procedures for administering assessments; and how to select, construct, and use assessment strategies, instruments, and technologies for different purposes and needs, including assessing young children's progress in achieving state standards
- applying knowledge of strategies for integrating assessment and instruction and for using assessment to identify young children's strengths, needs, and learning styles; monitor young children's progress; plan, evaluate, and individualize curriculum and teaching practices; and promote young children's growth
- applying knowledge of how to observe, record, and assess young children's development and learning and how to engage young children in self-assessment to identify their own strengths and needs and set personal goals
- recognizing the importance of using multiple assessments and strategies for modifying classroom assessments for young children with various characteristics and needs (e.g., English learners, young children with exceptionalities)
- demonstrating knowledge of how to establish and maintain records of young children's performance; use technological resources to support data collection, analysis, and interpretation; and communicate responsibly and effectively with young children, families, and colleagues about performance and progress
- demonstrating knowledge of how to develop and use formative and summative program evaluation instruments to enhance and maintain program quality for young children, families, and the community
0008
Understand how to use effective planning procedures to design effective, differentiated, and developmentally appropriate curriculum and learning experiences for young children.
- demonstrating knowledge of current best practices for planning and designing curriculum and learning experiences for young children
- demonstrating knowledge of factors to consider in planning curriculum and learning experiences for young children (e.g., developmental level; learning theory; young children's characteristics, thinking, and prior experiences; curriculum content; Minnesota standards)
- applying knowledge of how to use different types of information and sources of data, including observation, to determine young children's needs, interests, preferences, and ways of responding to people and things; to define and communicate learning goals; and to select approaches and materials that are responsive to young children with varied characteristics and needs
- applying knowledge of how to plan learning experiences that incorporate young children's ideas, needs, interests, cultures, and experiences; are appropriate for curriculum goals; and are based on principles of effective teaching and learning (e.g., activating prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, building new skills on those previously acquired)
- demonstrating knowledge of how to design lessons and activities that operate at multiple levels to meet young children's varied developmental and individual needs and to help all young children progress
- applying knowledge of how to create short-range and long-range plans that are linked to young children's needs and performance, evaluate plans in relation to short-range and long-range goals, and adjust plans to meet all young children's needs and enhance learning
- demonstrating knowledge of skills and strategies for engaging in effective planning in specified situations (e.g., collaborating with colleagues, integrating curricula, creating interdisciplinary units, managing technological resources and young children's learning in a technology-integrated environment)
0009
Understand how to implement differentiated and developmentally appropriate instruction for young children that promotes all young children's progress and fosters the development of thinking, problem-solving, and performance skills.
- demonstrating knowledge of principles and practices associated with developmentally appropriate instruction for young children (e.g., play, project-based learning, open-ended questioning, group discussion, problem solving, cooperative learning, inquiry experiences, interdisciplinary instruction, hands-on activities, technology-based learning, guided discovery, guided practice, modeling) and the use of varied learning experiences to promote young children's learning and achievement of Minnesota standards
- applying knowledge of current best practices for implementing curriculum and instruction for young children, including meaningful, integrated learning experiences using young children's ideas, needs, interests, cultures, and home environments
- demonstrating knowledge of cognitive processes associated with various kinds of learning as well as instructional strategies that stimulate these processes and nurture the development of young children's thinking, independent problem solving, and performance capabilities
- applying knowledge of how to develop, implement, and evaluate lesson plans that use various instructional strategies, methods, and materials, including technological resources, to enhance learning for young children
- demonstrating knowledge of the importance of continuously monitoring teaching effectiveness and responding flexibly and positively to young children's understanding, ideas, needs, engagement, and feedback (e.g., changing the pace of instruction, using a different approach, taking advantage of an unanticipated learning opportunity)
- applying knowledge of developmentally appropriate methods for achieving specified goals (e.g., developing curiosity, solving problems, making decisions) and meeting young children's varied needs (e.g., using various grouping strategies; using multiple strategies for teaching the same content; using effective resources and materials)
- demonstrating knowledge of how to use multiple approaches to promote engagement and learning and how to vary the instructional process to achieve given purposes and respond to young children's needs
- demonstrating knowledge of how to develop clear, accurate, and objective presentations and representations of concepts, use alternative explanations to promote young children's understanding, and present varied perspectives to encourage different types of thinking
- applying knowledge of how to use educational technology to promote learning for young children working at different levels and paces and to broaden young children's knowledge about technology and its uses
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