M5 Activities
M5: Design An Inclusive Classroom
- Alignments: 1h, 2g
- Description: Synchronous group discussion. Students will collaboratively design an inclusive classroom environment through creative methods and present their designs, highlighting how they address physical set-up, atmosphere, behavior management, and family relationships.
- M5 Design An Inclusive Classroom
M5: Empathy Conversations
- Alignments: 1h, 2g, 2j, 3a, 10q
- Description: Synchronous role play. Students will role-play scenarios to practice managing disruptive student behaviors, with the instructor facilitating and gathering class input to enhance the practical application of theoretical knowledge.
- M5 Empathy Conversations
M5: KWL Discussion
- Alignments: 1e, 2g, 8j, 9j, 9o
- Description: Asynchronous discussion or reflection. Students will critically engage with course material by tracking preconceptions, new learnings, and questions.
M5: Maslow’s Hierarchy of Needs Strategy List
- Alignments: 1e, 1h, 2g, 2l, 3a
- Description: Synchronous or asynchronous discussion. Students will discuss an article on applying Maslow’s Hierarchy of Needs in teaching and collaboratively generate strategies to address each level, enhancing their ability to create supportive learning environments.
- M5 Maslow’s Hierarchy of Needs Strategy List
M5: Understanding State and National Codes of Ethics
- Alignments: 9j, 9o
- Description: Synchronous group discussion. Students will compare and cluster ethics codes from the NEA, AAE, and InTASC, then discuss and compare these with state codes to enhance their understanding and retention of ethical standards in education.
- M5 Understanding State and National Codes of Ethics
Disposition. The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
Knowledge. The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
Knowledge. The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
Performance. The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Knowledge. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
Knowledge. The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
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 believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
