Cumulative Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide.
Alignments
The following InTASC specific standards are covered in cumulative assignments that span multiple modules or can be used as course projects: 4j, 4040, 4q, 7m, 9j, 9n, 9o, 10d, 10l, 10n, 10q
Cumulative Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Assessment | IEP Team Member Guide: Open Pedagogy Project | 2h, 7m, 8m, 9i, 9j, 9n, 9o, 10d, 10l, 10n, 10q |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
For each module within this course, we offer a variety of ancillary materials: activities, assessments, H5P learning objects, and additional external resources. We wanted to make it easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually. Since we intend for instructors to pick and choose from the buffet of aligned resources, we anticipate that you will not be importing all of the below ancillary materials; further, we assume that you will want to choose exactly where to offer those ancillaries you do choose (within your institution’s LMS, at the end of your version of this Pressbook, etc.).
Instructions on how to import items into your own Pressbook are available in the Instructor Guide. If you wish to import items into your LMS, you can
- Cut and paste directly from a Pressbook chapter
- Download files (Word documents, H5P files, and more) to add into the LMS either as attachments or direct embeds/pasting into a content page
- Download the Common Course Cartridge for this course, available in the Instructor Guide, and then select which items you’d like to import into the LMS.
Knowledge. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines s/he teaches.
Disposition. The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
Disposition. The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
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 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.
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Knowledge. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
