Alternate Title

WTCS Certification Education Requirement #52

Requirement Number

WTCS 52

Credits

2

Approximate Hours

80

Developers

WTCS Certification 52 Analysis Team

Approval Date

2/26/03

• by producing a learning environment plan for a specific course or another learning experience (If you are not currently teaching, work with a hypothetical course.)
  
  
• by planning for a specific group of learners (If you are not currently teaching, work with a hypothetical learner group.)
  
  
• by planning for a specific delivery mode (e.g. classroom, online, accelerated learning, telecourse, etc.)
  

• your plan describes the purpose of the course, the target learner population, and the delivery mode (e.g. classroom, online, accelerated learning, telecourse, etc.)
  
  
• your plan proposes a physical layout and characteristics of the classroom, OR the components of the online delivery platform, OR an ideal learning environment for the at-home learner and describes how the environment supports learning for the target population
  
  
• your plan includes a list of written expectations that establish a climate of mutual respect, honesty, and high expectations for learning
  
  
• your plan includes guidelines and strategies for encouraging learner-to-teacher interaction
  
  
• your plan includes guidelines and strategies for encouraging learner-to-learner interaction (except for individual and self-paced learning)
  
  
• your plan includes strategies for actively engaging learners in the learning
  
  
• your plan includes strategies for preventing gender, cultural and/or special needs bias
  
  
• your plan includes strategies for orienting learners to the learning experience
  
  
• your plan includes "guidelines for success" to be included in your syllabus
  
  
• your plan includes a brief evaluation of its feasibility and likelihood of success
  

• by producing an annotated outline of classroom management strategies for a specific course or another learning experience (If you are not currently teaching, work with a hypothetical course.)
  
  
• by planning for a specific group of learners (If you are not currently teaching, work with a hypothetical learner group.)
  
  
• by planning for a specific delivery mode (e.g. classroom, online, accelerated learning, telecourse, etc.)
  

• your outline includes strategies for welcoming adult learners and orienting them to learning at the beginning of the course
  
  
• your outline describes a framework for managing time during each session and throughout the course
  
  
• your outline includes strategies for establishing and facilitating small groups (except for individual and self-paced learning)
  
  
• your outline includes strategies for managing course materials (hard copies and/or electronic)
  
  
• your outline includes strategies for performing non-instructional duties (e.g. attendance, announcements, etc. )

• by developing an annotated list of learning materials/objects (e.g. practices, handouts, slides, charts, graphs, work sheets, templates, reading assignments, experiments, manipulatives) for at least one learning plan
  
  
• using a performance-based learning plan of your own (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  

• your list identifies the target competency and/or other target learning outcomes
  
  
• your list includes at least three (3) items that support learning and present content (e.g. practices, handouts, slides, charts, graphs, work sheets, templates, reading assignments, experiments, manipulatives, etc.)
  
  
• your list or annotations show evidence that you have explored the options for including one or more learning objects
  
  
• each item on your list is annotated
  
  
• each annotation includes a description of how the item will help learners achieve the targeted competency and/or other target learning outcomes
  
  
• each annotation notes how the item shows application of skills and knowledge to the real world
  
  
• each annotation includes a brief critique of how the item fits the needs and abilities of the learners
  
  
• each annotation includes a defense of the item's efficiency/effectiveness ratio (in terms of learning time and value to learning)
  
  
• each annotation includes evidence that the item is readily accessible to learners at a reasonable cost
  
  
• your annotated list includes learning materials/objects that are presented in varied formats (i.e., print, audio, video, computer, experiential)

• by creating a teaching plan
  
  
• using a performance-based learning plan of your own (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  
  
• by planning for a specific group of learners (If you are not currently teaching, work with a hypothetical learner group.)
  
  
• by planning for a specific delivery mode (e.g. classroom, online, accelerated learning, telecourse, etc.)

Your performance will be successful when:

• your teaching plan is based on a performance-based learning plan that targets specific learning outcomes
  
  
• your teaching plan incorporates all phases of the learning cycle: motivation, comprehension, practice, and application
  
  
• your teaching plan includes learning activities
  
  
• your teaching plan includes teaching strategies
  
  
• your teaching plan includes time guidelines for each activity
  
  
• your teaching plan includes a list of resources and supplies
  
  
• your teaching plan can be accomplished within the time constraints and is feasible for delivery via the selected delivery mode

• after completing competency A4 "Create teaching plans"
  
  
• using a performance-based learning plan of your own and a teaching plan that supports it (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  
  
• in a real or simulated demonstration

• your questions are relevant to the intended learning outcomes (i.e. learning objectives, competencies, core abilities, program outcomes, or general education outcomes)
  
  
• your questions engage learners in exploration of the content and its application
  
  
• your questions encourage critical thinking and reflection
  
  
• your questions may have multiple right answers and rarely require a yes/no response
  
  
• you allow learners to think by using pauses and silence
  
  
• you acknowledge learners' responses with encouraging feedback
  
  
• you probe learners' answers, seeking clarification or elaboration

• after completing competencies A1 "Plan a learning environment that meets the needs of learners, A2 "Outline classroom management strategies," A3 "Select learning materials/objects that support a learning plan, and A4 "Create teaching plans"
  
  
• in a real-time or videotaped demonstration observed by your instructor, or by submitting self, peer, and learner evaluations documenting a real-time demonstration
  
  
• by facilitating a learning experience with 10 or more learners
  
  
• using a performance-based learning plan of your own (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  
  
• using a teaching plan that supports the learning plan

• you communicate the target learning outcomes (i.e. learning objectives, competencies, core abilities, general education, or program)
  
  
• you facilitate activities to meet a minimum of three learning preferences
  
  
• you organize the learning experience according to the learning cycle to promote long-term retention of content
  
  
• you use accurate and relevant information
  
  
• you use examples to show application to the real world
  
  
• you use one or more teaching aids
  
  
• you employ questioning techniques that promote higher order thinking
  
  
• you apply the "70/30" rule (at least 70% is learner-centered), incorporating practice or documenting how you will provide opportunity for practice in another session
  
  
• you facilitate in a manner that is free of bias and stereotyping
  
  
• you prepare and administer evaluations that request feedback on the above criteria and reflect on the results

• after completing competencies A1 "Plan a learning environment that meets the needs of learners, A2 "Outline classroom management strategies," A3 "Select learning materials/objects that support a learning plan, and A4 "Create teaching plans"
  
  
• in a real-time or videotaped demonstration observed by your instructor, or by submitting self, peer, and learner evaluations documenting a real-time demonstration
  
  
• by facilitating a learning experience with two or more small groups (three to seven learners each)
  
  
• using a performance-based learning plan of your own (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  
  
• using a teaching plan that supports the learning plan

• you communicate the target learning outcomes (i.e. learning objectives, competencies, core abilities, general education, or program)
  
  
• you explain the expected outcome of the activity
  
  
• you present guidelines to promote effective learning in small groups
  
  
• you create the groups efficiently
  
  
• you give clear directions for the small group activity
  
  
• you incorporate one or more collaborative activity (e.g. brainstorming, nominal group technique, model building, problem-solving, experience/opinion sharing, debating, etc.)
  
  
• you encourage equitable participation of all learners
  
  
• you arrange for necessary resources/supplies
  
  
• you close the activity by summarizing and focusing on what has been accomplished
  
  
• you prepare and administer evaluations that request feedback on the above criteria and reflect on the results

• after completing competencies A1 "Plan a learning environment that meets the needs of learners, A2 "Outline classroom management strategies," A3 "Select learning materials/objects that support a learning plan, and A4 "Create teaching plans"
  
  
• by facilitating an individualized learning experience
  
  
• in a real-time or videotaped demonstration observed by your instructor, or by submitting self, peer, and learner evaluations documenting a real-time demonstration
  
  
• using a performance-based learning plan of your own (If you do not have a performance-based learning plan, you may use one that is provided by your instructor.)
  
  
• using a teaching plan that supports the learning plan

• you communicate the target learning outcomes (i.e. learning objectives, competencies, core abilities, general education, or program)
  
  
• you use strategies that welcome and orient the learner to the learning experience
  
  
• you give clear directions for completion of the learning activity
  
  
• you establish a process for communicating regularly and often
  
  
• you provide access to necessary resources
  
  
• you acknowledge progress made in learning
  
  
• you use closure strategies
  
  
• you prepare and administer evaluations that request feedback on the above criteria and reflect on the results

• using a series of scenarios presenting difficult classroom situations provided by your instructor or your classmates
  
  
• by presenting an oral or written analysis of each situation

• your analysis includes an explanation of the nature of the situation
  
  
• your analysis identifies any school policies and support systems that apply to this situation
  
  
• your analysis includes a description of the responsibilities of the learner and of the teacher
  
  
• your analysis proposes strategies for diffusing the situation and minimizing disruption of learning
  
  
• your analysis includes recommendations for resolving the current situation
  
  
• your analysis includes recommendations for preventing future occurrences

• using a scenario of a learner with a documented disability and a request for accommodation provided by your instructor or your classmates
  
  
• by recommending a plan of action

• your plan includes a description of the potential barriers in the learning experience
  
  
• your plan proposes reasonable accommodations
  
  
• your plan includes an analysis of the impact of the accommodation on the learning outcome
  
  
• your plan lists resources necessary to provide accommodation

• by developing a pre-analysis checklist
  
  
• by analyzing the effectiveness of a learning experience

• your analysis includes a description of the intended outcome(s) of the learning experience
  
  
• your analysis includes a pre-analysis checklist that includes measurable, observable criteria for achievement of learning outcomes, learner satisfaction, and teacher satisfaction
  
  
• your analysis incorporates the use of at least one Classroom Assessment Technique
  
  
• your analysis rates the learning experience according to the pre-analysis checklist
  
  
• your analysis provides a summary of the findings, including the results of the Classroom Assessment Technique
  
  
• your analysis includes recommendations for improving the learning experience based on the results

• after completing competencies A1 "Plan a learning environment that meets the needs of learners, A2 "Outline classroom management strategies," A3 "Select learning materials/objects that support a learning plan, and A4 "Create teaching plans"
  
  
• in a written or oral evaluation of the use of learning technologies during a learning experience

• your evaluation includes a description of one or more specific technologies and how they were used by teacher and learners
  
  
• your evaluation includes a description of how the technologies helped learners achieve the intended outcomes (competency, core ability, etc.)
  
  
• your evaluation includes a description of how learners were encouraged and supported in the use of the technologies
  
  
• your evaluation includes a description of the technology support services available to you through your college
  
  
• your evaluation includes a brief proposal for incorporating at least one type of technology that you have not yet incorporated into your classes
  
  
• your evaluation explains how the technology impacted teaching and learning (value added, constraints, barriers, etc.)
  
  
• your evaluation includes recommendations for future use of the technology