Objectives: To comprehend and know the different strands and specific performance indicators from domain 2 and 3. To appreciate the significance of learning environment and diversity of learners as a future professional teacher. To reflect about the content of the discussion by writing and sharing.

What would be your ideal learning environment?

Domain 2: Learning Environment Creating an environment that is learning- focused and in which teachers efficiently manage learner behavior in a physical and virtual space.

1st STRAND OF LEARNING ENVIRONMENT Learner safety and security Beginning Teachers – demonstrate knowledge of policies, guidelines, and procedures Proficient Teachers - establish safe and secure learning environments Highly Proficient Teachers - exhibit effective strategies Distinguished Teachers – apply comprehensive knowledge of and act as a resource person

2nd STRAND OF LEARNING ENVIRONMENT Beginning Teachers – demonstrates understanding of learning environments Proficient Teachers - maintain learning environments Fair learning environment Highly Proficient Teachers – exhibit effective practices to foster learning environments Distinguished Teachers – advocate and facilitate the use of effective practices to foster learning environments

Management of classroom structures and activities 3rd STRAND OF LEARNING ENVIRONMENT Beginning Teachers – demonstrate knowledge of managing classroom structure Proficient Teachers - manage classroom structure to engage learners, individually or in groups Management of classroom structures and activities Highly Proficient Teachers –work with colleagues to model and share effective techniques in the management of classroom structure Distinguished Teachers – model exemplary practices in the management of classroom structure and activities, and lead colleagues at the whole-school level

Support for learner participation 4th STRAND OF LEARNING ENVIRONMENT Beginning Teachers – demonstrate understanding of supportive learning environments Proficient Teachers – maintain supportive learning environments Support for learner participation Highly Proficient Teachers –work with colleagues to share successful strategies that sustain supportive learning environment Distinguished Teachers – facilitate processes to review the effectiveness of the school`s learning environment

Promotion of purposive learning 5th STRAND OF LEARNING ENVIRONMENT Beginning Teachers – demonstrate knowledge of learning environments that motivate learners Proficient Teachers –apply a range of successful strategies that maintain learning environments Promotion of purposive learning Highly Proficient Teachers –model successful strategies and support colleagues in promoting learning environments Distinguished Teachers – lead and empower colleagues in promoting learning environments

Management of learner behavior 6th STRAND OF LEARNING ENVIRONMENT Beginning Teachers – demonstrate knowledge of positive and non-violent discipline in the management of learner behavior Proficient Teachers – manage learner behavior constructively by applying positive and non-violent discipline Management of learner behavior Highly Proficient Teachers - exhibit effective and constructive behavior management skills Distinguished Teachers – provide leadership in applying a wide range of strategies in the implementation of positive and non-violent discipline policies/ procedures

Create your own quote that connects to diversity of learners then write your name after.

Domain 3: Diversity of Learners Underscores the importance of teacher`s knowledge and understanding of, as well as respect for, learners` diverse characteristics and experiences as inputs to the planning and design of learning opportunities.

Learners` gender, needs, strengths, interests and experiences 1st STRAND: Diversity of Learners Beginning Teachers – demonstrate knowledge and understanding of differentiated teaching Proficient Teachers - use differentiated, developmentally appropriate learning experiences Learners` gender, needs, strengths, interests and experiences Highly Proficient Teachers – work with colleagues to share differentiated, developmentally appropriate opportunities Distinguished Teachers – lead colleagues to evaluate differentiated strategies to enrich teaching practices

Beginning Teachers – implement teaching strategies that are responsive 2nd STRAND: Diversity of Learners Beginning Teachers – implement teaching strategies that are responsive Learners` linguistic, cultural, socio-economic and religious backgrounds Proficient Teachers - establish a learner-centered culture by using teaching strategies Highly Proficient Teachers – exhibit a learner-centered culture that promotes success by using effective teaching strategies Distinguished Teachers – model exemplary teaching practices that recognize and affirm

Learners with disabilities, giftedness and talents 3rd STRAND: Diversity of Learners Beginning Teachers – use strategies responsive to learners Proficient Teachers –design, adapt and implement teaching strategies that are responsive to learners Learners with disabilities, giftedness and talents Highly Proficient Teachers –assist colleagues to design, adapt and implement teaching strategies Distinguished Teachers – lead colleagues in designing, adapting and implementing teaching strategies

Learners in difficult circumstances 4th STRAND: Diversity of Learners Beginning Teachers – demonstrate understanding of the special educational needs of learners in difficult circumstances Proficient Teachers –plan and deliver teaching strategies that are responsive to the special educational needs of learners Learners in difficult circumstances Highly Proficient Teachers –evaluate with colleagues teaching strategies to the special educational needs of learners Distinguished Teachers – model a range of high level skills that are responsive to the special educational needs of learners

Learners from indigenous groups 5th STRAND: Diversity of Learners Beginning Teachers – demonstrate knowledge of teaching strategies that are inclusive of learners Proficient Teachers –adapt and use culturally appropriate teaching strategies to address the needs of learners Learners from indigenous groups Highly Proficient Teachers –develop and apply teaching strategies to address affectively the needs of learners Distinguished Teachers – show comprehensive skills in delivering culturally appropriate teaching strategies

LEARNING ENVIRONMENT DIVERSITY OF LEARNERS Fair learning environment Management of classroom structure and activities Support for learner participation Promotion of purposive learning Management of learner behavior Learners` gender, needs, strengths, interests and experiences Learners` linguistics, cultural, socio-economic and religious backgrounds Learners with disabilities, giftedness and talents Learners in difficult circumstances Learners from indigenous groups Utilizing a range of resources, providing intellectually challenging, and stimulating activities in the classroom and school can attain the high standards of learning. The diversity in the classrooms and the need for teaching practices are essential to encourage all learners to be successful citizens in a changing local and global environment.

Deadline: December 14, 2017 (Thursday) Encoded Use short bond paper Format: Arial/ TNR , 12 font size 1 – 2 pages only Work by pair What to do?  Review the domain 2: Learning environment and domain 3: Diversity of Learners from the National Competency- Based Teacher Standards (NCBTS). Compare and contrast the NCBTS and PPTS (domain 2 and 3) about their similarities and differences. What are the changes that you observed?

Different Individuals Valuing Each other Regardless of Skin Intellect Talents or Years. EVERYONE should have an opportunity to learn in a positive environment, to enjoy the learning process, and feel comfortable and content within it. – Barry Saide We are all different, which is great because we are all unique. Without diversity life would be very boring. – Catherine Pulsifer

THANK YOU!  БАЯРЛАЛАА!  SALAMAT! 