Program Standard 8-A:   Pedagogical Preparation for Subject-Specific Content Instruction by Multiple-Subject (MS) Candidates

In subjects other than Reading-Language Arts, the professional teacher preparation program provides introductory coursework and supervised practice that begin to prepare each candidate for a Multiple Subject (MS) Teaching Credential to plan and deliver content-specific instruction consistent with state-adopted academic content standards for students and curriculum frameworks in the following major subject areas:  mathematics, science, history-social science, the visual and performing arts, physical education, and health.  In the program, MS candidates apply Teaching Performance Expectations (TPEs) to the teaching of each major subject area, and they learn and use specific pedagogical knowledge and skills that comprise the subject-specific TPSs for Multiple Subject Candidates.  In each major subject area, MS candidates demonstrate basic ability to plan and implement instruction that fosters student achievement of state-adopted academic content standards for students, using appropriate instructional strategies and materials.  In the program, candidates begin to interrelate ideas and information within and across the major subject areas.

For each subject area, candidates complete a set of courses—each designed to explore one or two subject areas—and field experiences that are spread over the length of the candidates’ program.  Course experiences build candidates’ knowledge and skills related to the state-adopted content standards and require them to build subject-specific pedagogical skills.  Field experiences (EDEL 438, Fieldwork, and EDEL 439, Student Teaching) provide settings for observation of exemplary instruction and continued practice with actual K – 8 students.  Field experiences provide students the opportunity to simultaneously build and demonstrate mastery of the TPEs within subject areas.  Through this set of course and field experiences, candidates learn to plan, implement, and assess standards-based instruction within each of the subject areas addressed in Program Standard 8A.  Sample course syllabi, course activities, and rubrics provide evidence and examples related to this standard.

Program Elements for Standard 8

8A(a)   Mathematics.   During interrelated activities in program coursework and fieldwork, MS candidates learn about the interrelated components of a balanced program of mathematics instruction: computational and procedural skills; conceptual understanding of the logic and structure of mathematics; and problem-solving skills in mathematics.  They learn to (1) recognize and teach logical connections across major concepts and principles of the state-adopted academic content standards for students in mathematics (K – 8), (2) enable K – 8 students to apply learned skills to novel and increasingly complex problems; (3) model and teach students to solve problems using multiple strategies; (4) anticipate, recognize and clarify mathematical misunderstandings that are common among K – 8 students; (5) design appropriate assignments to develop student understanding, including appropriate problems and practice; and (6) interrelate ideas and information within and across mathematics and other subject areas.

Candidates in the MSCP learn mathematics methods through coursework coordinated with fieldwork  and strengthen their knowledge and skills in student teaching (EDEL 435 Math, EDEL 438 Fieldwork, and EDEL 439 Student Teaching).  The methods instruction is tightly constructed to maximize candidates’ engagement with mathematics content and the development of their knowledge and skills related to the assessment of children’s progress and thinking to guide instruction, and development of lessons based on California Standards.  It also maximizes  instructional experiences to help candidates to integrate and strengthen their knowledge and skills.  Methods instruction is organized around mathematics program outcomes of content knowledge, skills, and attitudes, specifically in the three areas of conceptual understanding, procedural proficiency, and problem solving.  From the methods that are first modeled in their university coursework candidates develop ownership in their lesson planning, field application lessons, and in some cases microteaching at the university.  The methods course provides them understanding of the role of concrete, semi-concrete, and abstract experiences for children across mathematics content strands.  It provides them understanding of the distinction between constructing understanding, through the use of multiple representations and discourse, and simple algorithmic demonstrations to children.  Methods course assignments clearly specify the attributes they are to exemplify, so that in every case they are held accountable for matching their chosen methods to the California Standards, application of effective teaching strategies and addressing the needs of English learners, special needs students, and gifted children.  

Candidates complete a mathematics case study, whereby they select a K –8 student, assess for a number of standards-based outcomes, and then recommend appropriate instructional interventions.  A signature assignment, the case study is assessed according a rubric common to all course instructors.  The case study assignment spans the methods course, engaging candidates in first processing the meaning of the desired standards-based outcomes; next in designing or modifying assessment tools for content knowledge, attitudes, problem solving, and skills; and then in interpreting results and recommending specific instructional approaches for the child.  This sequence guarantees that candidates concern themselves with the child’s understanding of fundamental ideas, the child’s application of concepts in problem solving and his or her strategies, and determining appropriate steps size and pacing for follow-up instruction.

Similarly, the lesson planning assignments in the methods course calls for active teaching methods, based on sound understanding of the mathematics content and processes children engage in as they learn math.   Course texts and university classroom experiences clearly identify error analysis methods, so that candidates address children’s understanding and misconceptions rather than more superficial learning needs. 

During lesson planning assignments, candidates learn strategies for grouping students to maximize engagement, and they learn to manage the use of manipulatives and models so that such materials support the growth of understanding without delaying the child’s development of automatic skills.  Candidates also learn to embed mathematics experiences in personally relevant contexts for their learners, monitoring to sensitively adjust the complexity and challenge level of the children’s tasks.   Further, they learn to support the development of children’s development of procedural skills   They learn to use communication tasks to help children self-assess and monitor their understanding in math, as well as to provide insights that allow adjustment of instruction on a daily basis.

The candidates learn to self-assess: How am I doing in my mathematics program?  They emerge from the program with a vision of quality mathematics education and the cognitive knowledge and skills to promote solid student learning of concepts, procedures, and attitudes.

The following table indicates courses in which this element is addressed. 

8A(b)   Science.   During interrelated activities in program coursework and fieldwork, MS candidates learn to (1) relate the state-adopted academic content standards for students in Science (K -8) to major concepts, principles and investigations in the science disciplines; (2) plan and implement instruction in which physical science, life science and earth science standards are achieved in conjunction with the investigation and experimentation standards in the science subjects (K-8); (3) plan and organize effective laboratory and field activities in which K-8 students learn to ask important questions and acquire increasingly complex investigation skills; and (4) to interrelate ideas and information within and across science and other subject areas.

Candidates gain knowledge and skills in science instruction via experiences in their university coursework (EDEL 436) and in field experiences (EDEL  438 and EDEL 439).  As reflected in the course objectives for the science methods course, candidates’ experiences develop instructional skills required to encourage conceptual learning and investigation skills for all students.  Methods instruction focuses candidates on the standards for investigation concomitantly with those for life, earth, and physical science.  The course is characterized by the use of hands-on experiences modeling techniques for investigations, inquiry, and concept attainment.  Candidates develop an integrated science instructional plan, explore and analyze field sites,  and they compose a personal rationale for science teaching.  The  rubric for the instructional plan demands inquiry methods, careful sequencing of experiences, integration of literacy and technology skills, and adaptations for English learners, special needs learners, and gifted children.  The instructional plan thus builds (and requires demonstration of) candidates’ ability to interrelate science content within science and across other disciplines such as literacy.

As the course’s signature assignment, the field site exploration includes a rubric common to all course instructors.  It focuses on standards-based learning, including processes of investigation, and addresses various student needs that are relevant to participation and science learning at that site.  The use of rubrics for science process skills in the methods course illustrates the power of learner self-assessment.  With these rubric experiences, for example, candidates can go to the schools and help children improve observations to include more detail, more senses, and quantification or improve data management and organization skills to include greater accuracy, clarity of presentation, and effective interpretations.  The course surfaces candidates’ concerns about science instruction and explicitly addresses methods and resources available to teachers that provide success and satisfaction. 

In their assignments students are accountable for developing and demonstrating content understanding for a subset of the science curriculum for planning standards-based instruction, and for developing site-based learning experiences that correspond with the standards. 

Via these experiences, candidates in the MSCP learn to make science comprehensible and accessible to all learners.  During their field-based experiences, candidates are required to teach science and demonstrate their knowledge and skills.

The following table indicates courses in which this element is addressed.

8A(c)   History-Social Science.   During interrelated activities in program coursework and fieldwork, MS candidates learn to (1) teach state-adopted academic content standards for students in history while helping students to learn and use basic analysis skills in history and social science; (2) enrich the study of history by drawing on social science concepts, case studies and cross-cultural activities; (3) incorporate basic critical thinking skills and study skills into content-based instruction; and (4) utilize active forms of social studies learning, including simulations, debates, research activities and cooperative projects.  MS candidates begin to interrelate ideas and information within and across history/social science and other subject areas.

Candidates learn to provide rich instruction in history-social science via interrelated experiences in their university coursework (EDEL 437) and in field experiences (EDEL  438 and EDEL 439).  The  methods course structured to emphasize history-social studies standards and the methodology for learning in history as it is informed by geography, politics, economics, anthropology, and psychology.  The  pedagogical emphasis of the course (as is the case in other courses) is on the planning and provision of instruction that makes concepts accessible and comprehensible and that builds connections to support student understanding and skills.  The course requires students to develop plans that introduce children to appropriate materials including primary sources, cultural artifacts, works of art and literature, and the tools of the social sciences.  Additional course components include the use of simulations and case studies, critical thinking experiences that abilities for perspective taking, and high engagement methods such as role playing, debates, and research. 

Course experiences help candidates support student learning of chronology, spatial thinking, research techniques, as well as interpretation of evidence and points of view.  Course assignments are presented and evaluated in terms of specific priorities of instruction in the social sciences, as demonstrated in the  EDEL 437 Social Studies Syllabus, Sample Assignments, Unit, Planning Components.  The signature assignment for the history-social science methods course, the unit and its rubric list these priorities:

·        listing of CA content and analytical thinking skill standards

·        specification of themes and concepts to develop insights into cultures and persons, including multiple perspectives

·        inclusion of maps and timelines. 

Candidates strengthen their abilities in content area reading instruction via the context of the richness of cultures.  Cooperative learning strategies, including rationale and management, are integral to the candidates’ coursework and are applied in their lesson planning and field experiences.   They learn to engage children in collaborations through the Internet.  As indicated in their reflections in the unit they prepare, candidates reflect on pedagogical decision making, considering options that support the outcomes of quality history and social studies education. 

Through their coursework, candidates learn to plan, implement, and assess content-based instruction that addresses the richness of history-social science content and its concomitant investigation skills.  Field experiences provide opportunities for candidates to observe history-social science instruction and to continue building, applying, and demonstrating their pedagogical knowledge and skills. 

The following table indicates courses in which this element is addressed.

8A(d)   Visual and Performing Arts.  During interrelated activities in program coursework and fieldwork, MS candidates learn specific teaching strategies that are effective in achieving the goals of artistic perception; creative expression; understanding the cultural and historical origins of the arts; pursing meaning in the arts; and making informed judgments about the arts.  In the program, candidates learn to teach how various art forms relate to each other, other subject areas, and to careers.

In the seminar EDEL 450: Visual and Performing Arts, candidates learn to value and direct experiences for children in the areas contained in the state-approved content standards (artistic perception, creative expression, historical and cultural contexts, aesthetic valuing, and connections and applications).  They apply their earlier learning of instructional methods for concept learning as they develop skill in guiding children’s growing understanding of line, form, pattern, and concepts in visual arts, music, and theater.  They discuss connections between the arts and other subjects and the role of arts in a diversity of careers.  Sample course activities include drawing and painting opportunities that integrate with other content standards, and scripting and performing readers theater and puppet shows.  Candidates learn cultural dances as a medium to engage children in artistic perception and creative expression.  They learn to support children’s responses to music, their interpretation and as an expression through music.  Connections between culture and the arts are also developed in the EDEL 437: Social Studies course, and instructors in other content areas such as science and mathematics include illustrations of the integration of the arts in their contexts as well.

Candidates observe instruction in the visual and performing arts in their fieldwork and student teaching, and they are required to provide instruction in the visual and performing arts during their student teaching.

The following table indicates courses in which this element is addressed. 

8A(e)   Physical Education.   During interrelated activities in program coursework and fieldwork, MS candidates learn content-specific teaching strategies that are effective in achieving the goals of the development of a variety of motor skills and abilities in students; student recognition of the importance of a healthy lifestyle; student knowledge of human movement; student knowledge of the rules and strategies of games and sports; and student self-confidence and self-worth in relation to physical education and recreation.

Candidates in the MSCP learn to plan and teach physical education skills, games, strategies, and fitness with an intentional, comprehensive approach.  They learn instructional structures and strategies to engage children in movements for strength, flexibility, and agility.  They learn approaches that build children’s confidence and sportsmanship as well as their knowledge of games and sports and their physical abilities.  This content is mainly addressed in EDEL 452: PE, Health and Mainstreaming.  Reinforcement occurs in fieldwork and student teaching where candidates observe P.E. lessons and plan, implement, and assess instruction in P.E.

The following table indicates courses in which this element is addressed.

8A(f)    Health.   During interrelated activities in program coursework and fieldwork, MS candidates learn content-specific teaching strategies that are effective in achieving the goals of the acceptance of personal responsibility for lifelong health; respect for and promotion of the health of others; understanding of the process of growth and development; and informed use of health-related information, products, and services.  

Candidates in the MSCP study health promotion themes so that they are prepared for planned and spontaneous opportunities to model and guide children’s decisions bearing on health.  They make children aware of the impact of their nutrition, exercise, and sanitation choices.  They apply their earlier learning of instructional methods for the affective domain as they guide children to see themselves as informed, capable, and responsible in making healthy choices.  They are prepared to locate and make resources available to children and their families when health issues arise.  Health is introduced in EDEL 452 in conjunction with physical education and reinforced through fieldwork and student teaching where candidates observe health-related lessons and then plan, teach, and assess health.  

The following table indicates courses in which this element is addressed.

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 3:  Student teaching evaluations and observation form

Section 7:  EDEL Syllabi