M1 Activities
M1: Beliefs About Teaching
- Alignments: 9e, 9i, 9n, 9o
- Description: Synchronous or asynchronous discussion. Students will identify and explore their beliefs about being a teacher to determine their origins and accuracy.
- M1: Beliefs About Teaching
M1: Dream Teacher
- Alignments: 9i, 10t
- Description: Asynchronous discussion. Students will reflect on the qualities that they value in an ideal teacher.
- M1 Dream Teacher
M1: KWL Discussion
- Alignments: 9k, 9n, 9o, 10t
- Description: Asynchronous discussion or reflection. Students will critically engage with course material by tracking preconceptions, new learnings, and questions.
- M1 KWL Discussion
M1: Teachers Insight Video
- Alignments: 9b, 9e, 9i, 9k, 10t
- Description: Asynchronous discussion. Students will engage with practical advice from experienced educators by reflecting on the video ‘What Advice Would You Give to New Teachers?’ to gain insights into effective teaching practices, challenges, and strategies for success in the classroom, fostering critical thinking, self-reflection, and the sharing of diverse perspectives.
- M1 Teacher Insights Video
Performance. The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
Knowledge. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Disposition. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Disposition. The teacher embraces the challenge of continuous improvement and change.
Knowledge. The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.
Performance. The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
