The grid below highlights key researchers, theories, and schools of thought divided into three categories: knowledge, skills and dispositions. These three areas represent the essence of INTASC, NCATE and other professional standards. Use the knowledge base grid to outline the knowledge bases which inform the content of the courses you presently teach. A sample grid for a secondary education technology course has been provided below as a model to assist you in this process. Print as many copies of the blank grid as needed and complete one grid for each of the courses you teach. Information contained in the completed grid(s) will be used as a point of departure for a professional dialog on developing a comprehensive conceptual framework,

Course Prefix and Number: SCED 3020

Course Name: Technology for Teachers

Instructor's Name: Lee Montgomery

College/Department: College of Education/Teacher Education

Catalog Description of Course: This course focuses on how educators can use technologies to support constructivist learning. Students will work collaboratively in a constructivist environment to develop a personal philosophy and strategic plan for integrating technology into classroom instruction. Advanced technology skills including the use of telecommuncations and multimedia tools will also be explored in a hands-on learning environment.

Organizing Concept	Key Researchers in Areas to be Explored in My Class	Schools of Thought to be Included in My Class	Documents or Standards Which Guide Practice
Knowledge	Jonassen Papert Cuban Brooks & Brooks Caine & Caine Dewey Bruner Piaget Gardner Vygotsky Bloom Gagne Postman & Wiengartner	Constructivism Brain-Based Learning Research Multiple Intelligences Mindtools Philosophical, Historical and Sociological Foundations Developmental Theory Motivational Theory	ASCD ISTE AACTE AACE NAME NCATE INTASC NBPTS ACOT SITE NCREL
Skills	Wiggins Dodge Whitehead Kagan Slavin Darling-Hammond Moursund Harris ACOT	Cooperative Learning Collaborative Learning Peer Tutoring Alternative Assessment Classroom Management Technology Integration Multicultural Education Differentiating Instruction Units of Practice Distance Education Project Based Learning Problem Based Learning Active Engaged Learning	ASCD ISTE AACTE AACE NAME NCATE INTASC NBPTS ACOT SITE NCREL
Dispositions	Ginott Bloom Wong Eisner Whitehead Bloom Rosenthal and Jacobson Kozol Kohl	Reflective Practice Empowerment Student Centered Instruction Diversity High Expectations	ASCD ISTE AACTE AACE NAME NCATE INTASC NBPTS ACOT SITE NCREL