Conceptual Framework Assignments/Rubric for Initial Teacher Preparation Programs

Undergraduate and MATs June 2011

This file is organized by: Undergraduate programs and MAT Programs, then by CF Level, and then by Program and CF Learner Outcomes

Undergraduate Programs

CF Level 1

Rubric Level 1* MAT Middle Level has separate Level 1 rubric at bottom of this file Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.CF Element

Developing Proficient

Caring - Beliefs

Ethical & respects rights of all

Candidate seldom honors obligations. Candidate honors most obligations.

Diversity & individual differences

Candidate reflection on diversity is seldom insightful or applied. Candidate seldom communicates awareness of and value for individual differences and the effects of this diversity on learning.

Candidate reflection on diversity is typically insightful and applied. Candidate communicates an awareness of and value for individual differences and the effects of this diversity on learning.

CF Developing Proficient

ElementCaring-Actions

RespectCandidate establishes a respectful relationship with students, but it reflects more of a peer-level interaction rather than professional, instructor-student characteristics.

Candidate establishes a professional relationship with most of his/her students.

DiversityCandidate demonstrates a respect for some types of diversity, but shows evidence of a need for better understanding of one or more.

Candidate typically demonstrates respect for diversity in all its forms.

CF Element

Developing Proficient

Capable-Knowledge

Instructional strategies Candidate has seldom shown an interest in instructional

strategy or classroom management skill acquisition.Candidate recognizes the importance of instructional strategy and classroom management skill aquisition.

CF Element

Developing Proficient

Capable- Practice

Reflective practitioner Candidate provides slight evidence of personal reflection on

how experiences have altered pre-conceptions about teaching, or how these experiences may affect future teaching practices.

Candidate provides solid evidence of personal reflection on how experiences have altered pre-conceptions about teaching, and how these experiences may affect future teaching practices.

CF Element

Developing Proficient

Connected –Commu-nication

Directions & procedure Candidate directions and procedures often need clarification

after initial confusion. Clarifications sometime continue the confusion.

Candidate directions and procedures are usually clear, and clarifications after initial confusions are typically handled smoothly.

Oral & written language

Candidate's spoken and written language is sometimes unclear or contains improper grammar or unprofessional language. Vocabulary is sometimes limited or is not appropriate to students' ages or backgrounds.

Candidate's spoken and written language is usually clear and correct. Vocabulary is usually appropriate to students' age and interests.

Use of technology for communica-

Does not often use technology appropriately or effectively. Usually uses appropriate technology consistently and effectively.

tionCF Element

Developing Proficient

Connected –Integration

Connections to relevant issues

Candidate is often inconsistent or inaccurate at connecting to relevant, real-world issues.

Candidate is typically consistent at effectively connecting to relevant, real-world issues.

Level 1 updated after faculty vote (Dec09) and A4 team vote (Aug09)

All Undergraduate Programs except Ag Ed - ED 105 – All assignments to be revised for Fall 2011 term

Caring: Beliefs, Actions & Capable Knowledge, Practice & Connected Integration

Final Reflection Paper Rubric

Uploading the assignment to blackboard: Include your last name when you save your paper. For example: Smith Final Reflection.doc The time stamp of your upload is when you have turned the assignment in.

Write a 1-2 page paper reflecting upon your entire tutoring experience. Include an artifact from the tutoring experience (student work, game, study sheet created by you, picture, etc.). Scan or insert the file as a .jpg at the end of the paper. This artifact gives evidence that you were able to connect the subject matter to real life for the student.

Your paper should include each of the following: Restate the goals you listed in your First Reflection Paper and how you achieved them. Discuss any aspects of your philosophy of education that have changed after completing this field experience. Explain what you have learned from this experience that will benefit your career. Discuss how the information you learned in the Diversity Workshop affected your interactions with and attitude toward the children. ***If

you miss the DW, you will lose points on the final presentation and paper. Provide justification for including the tutoring artifact in the paper and how this artifact provides evidence of Connected: Integration (see below).

Discuss whether or not you plan to continue in the field of education.

This paper provides Conceptual Framework Level 1 ratings for Caring: Beliefs, Caring: Actions, Capable: Practice, and Connected: Communication.

Scoring Rubric:Re-stated goals and how achieved 5 ptsRevisit aspects of philosophy of education 5 ptsExplain benefits to your career 5 ptsConnection to diversity workshop 5 ptsJustification for artifact 5 ptsYour plans to continue in education 5 pts

Total: 30 pts

CF Ratings – Caring: Beliefs _________ Caring: Actions ________ Capable: Practice _________ Connected: Communication __________ Connected: Integration __________

(CF rating sources for Connected: Communication – combination of Final Reflection Paper and Tutoring Experience Presentation)

Connected: Communication

Tutoring Experience Presentation Rubric

The final project is an individual, oral presentation of the Final Reflection Paper. The PowerPoint presentation should contain 4-6 slides, with keywords and phrases (not lengthy sentences). You must include an artifact in your ppt, as well as your Final Reflection Paper. ***If you miss the DW, you will lose points on the final presentation and paper.

Scoring Rubric:PowerPoint with 4-6 slides 5 ptsState the goals for your tutoring experience and how you achieved them. 5 ptsShow and provide justification for including the tutoring artifact in your paper. 5 pts

Explain what you have learned from this experience that will benefit your career. 5 ptsConnection to diversity workshop 5 ptsYour plans to continue in education 5 ptsLimited to 2-3 minutes. 5 pts

Total: 35 pts

CF Rating – Connected: Communication ___________(CF rating sources for Connected: Communication – combination of Final Reflection Paper and Tutoring Experience Presentation)

The quality of your writing on all papers in ED 105 can affect your CF ratings for “Connected: Communication”

Agricultural Education – AG ED 100/102 Caring: Beliefs & Actions, Capable: Practice, Connected: Integration

Philosophy of Education Reflection Paper

Ag Ed 100Reflection PaperThe Individual Reflection Paper is an informal paper, not aresearch paper. Please follow the directions listed below.Failure to do so will result in a 1 O-point grade deduction.General instructions.Type. Use a 12 point font. Double-space. Please doublespace.Use 1 inch margins Make a cover sheet, but do notplace your paper into a report cover of any kind Observe

confidentiality for all involved by changing the name of theschool, the location, the teachers, the students, etc. Use"People First" language - It is appropriate to say thestudent with mental retardation, not the mentally retardedstudent. It is appropriate to use personal pronouns. Title yourpaper "Individual Reflection Paper." Place your assignmentin the following order: Cover Sheet, Individual ReflectionPaper, Clinical Field Experience Report, InformalJournal. Your informal journal does not need to be typed, butmust be on full-sized paper Organize you paper into thesethree sections and clearly label each.

IntroductionDiscuss your ideas about Agriculture Education beforeobserving in a classroom with all types of students withdifferent learning abilities. What did you think it would belike? What did you think the students would be like? Whatwere your own biases and prejudices? Do you have apersonal situation that colored your thoughts? Did you thinkstudents with special needs would be in your classroom?

BodyIn three separate paragraphs, discuss three things youlearned during your observation. They may be aboutstudents, working with students, ways teachers handledproblems, ways in which discipline was handled, ways

teachers used positive reinforcement, etc.

ConclusionDiscuss your ideas about Agriculture Education now that youhave been in a classroom with children who have differentlearning abilities. Then, as a classroom teacher what arethree commitments you are willing to make to help childrenlearn, function socially, and be accepted? (Please boldeach commitment so that I can easily find them as I amgrading your paper). Then follow up with a paragraph generally discussing your ob

AG ED 100 Scoring Rubric for Reflection Paper*Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.

Unsatisfactory (1)**11.9 >

*6.9>

Developing (2)**12 - 15.9

*6 – 7.9

Proficient (3)**16 – 19.9

*8 – 9.9

Distinguished**(20)

*10Grammar (10 pts) 3 – 4 grammar mistakes 1 – 2 grammar mistakes

Expression of thought (80 pts)

*caring beliefs

---------------------- -----------------------------

Student does not indicate total commitment to the AG ED 100 experience. Attends diversity workshop but does not incorporate into reflection.

-----------------------------------------

Reflection indicates that ALL commitments were honored on schedule. Attends diversity workshop and incorporates lesson into AG ED 100 experience.-------------------------------------

CF Score:

--*caring actions

------------------------*capable practice

*connected integration

------

-----------------------------------

-------Student describes interaction with secondary students and teachers are inconsistent and do not emphasize a consideration for student diversity.

------------------------------------------------Student reflects on field observations and indicates that future instruction and field experiences will be influenced positivity due to these initial observations. Little information is given as to how experiences have altered pre-conceptions.

Students experience reflects a lack of relevance to real-world issues and is vaguely communicated in tutoring reflection.

----Student describes interactions with secondary students and teachers as friendly and caring with an emphasis on respect and consideration for diversity. Students attended diversity workshop.-------------------------------------------Student reflects on field observations and provides explanation of how observations have altered pre-conceptions. Student also indicates how future instruction and field experience will be improved due to the initial observations.

Student’s experience is relevant to real-world issues and content is clearly communicated to student in tutoring reflections.

Overall Written language is used Written language is correct and

communication effectiveness(10 pts)

correctly. Sentence structure is marginal; vocabulary is limited but used correctly.

clear. Sentences well constructed with appropriate college level vocabulary.

TOTAL*CF score for level 1 will be determined in the expression of thought which includes caring beliefs, caring actions, capable practice, and connected integration.*Values based on 10 point scale** Values based on 20 point scale

Capable: Knowledge

The students are instructed to log in 50 hours of contact time with a pre-determined teacher of Agriculture – (AG ED 100 – 40 hours; AG ED 102 – 10 hours). They are to keep a detailed log of their visits.  AG ED 100 students are requested to visit with the Ag teacher as well as the Career Guidance Counselor in regards to the total program as well as work with students on SAE and CDE preparation. 

 

 

Ag Ed 100 Field Experience Spring 2009

Visitation Documentation Sheet

School/activity visited _____________________________________________________ _______

Instructor/Coordinator's name_______________________________________________________

Direction to the school/activity from Clemson University: (Mapquest can be attached)

Date of visit____________________________________ Day of the week ______________________

Specific times the observations were made:

Arrived ____________  Departed__________ Instructor/Coordinator's Signature__________________________

Total time visiting the school/activity:  __________ hours   __________ minutes

Class(s)/activity(s) observed:

 

 

*Lesson(s)/topic that were taught/presented (describe including teaching methods used):

Connected: Communication

Field Experience Documentation/Visitation

AG ED 100 Tutoring Form*CF Element – Connected Communication

Student’s Name ____________________________________________________

Subject ____________________________________________________________

Dates and times of tutoring session:Date Time begin Time ended

Reflection of process: (minimum of 500 words)

Cooperating teachers comments:

___________________________________ ____________________________________Cooperating teacher signature Student signature

Unsatisfactory Score = 1Developing Score = 2Proficient Score = 3Distinguished Score = 4

CF Level 2 Rubric Level 2 Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.CF Element Criteria Developing ProficientCaring - Beliefs

Ethical &Respect rightsof all

Candidate recognizes ethical issues and understands the importance of respecting the rights of all.

Candidate communicates the application of ethical standards that comprehend the rights of all.

Diversity &individualdifferences

Candidate recognizes individual differences and the effects of thisdiversity on learning.

Candidate communicates an understanding of the impact of accommodating individual differences and its effects on learning.

CF Element Developing ProficientCaring - Actions

Environment& classroommanagement

Candidate recognizes whether or not daily routines and classroomenvironment promote physical and emotional safety.

Candidate reports on student behavior and teacher responses to misbehavior. Candidate is able to make connections among his or her observations and relevant theory and/or research.

Diversity Candidate recognizes individual differences in the context of relevanttheory and research.

Candidate can identify situations where individual differences can be accommodated.

CF Element Developing ProficientCapable-Knowledge

Develop-mentalNeeds

Candidate displays knowledge of developmental characteristics andindividual differences.

Candidate recognizes the extent to which students follow developmental patterns.

Foundationsof Education

Candidate can identify the social, philosophical, psychological, andhistorical foundations of behavior.

Candidate can recognize how the social, philosophical, psychological, and historical foundations of behavior affect student outcomes.

CF Element Developing ProficientCapable- Practice

ReflectivePractitioner

Candidate reflects on field experiences and provides evidence that future instruction will be positively influenced by these experiences. Little or no evidence is provided as to how the experiences have altered pre-conceptions.

Candidate reflects on field experiences and provides evidence that the experiences have altered preconceptions and will improve futurepractice.

CF Element Developing ProficientConnected –Commu-nication

Oral &WrittenLanguage

Candidate's spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or isnot appropriate.

Candidate's spoken and written language is clear and correct.Vocabulary is appropriate.

Use oftechnology

Candidate inconsistently uses appropriate technology to communicate with target audience.

Uses appropriate technology to communicate with target audience.

forcommunica-tion

CF Element Developing ProficientConnected –Integration

Inter-disciplinary& intradisci-plinaryRelationships

Candidate recognizes the integration of interdisciplinary perspectives within his or her own studies, but analysis isincomplete or superficial.

Candidate recognizes the integration of interdisciplinaryperspectives within his or her own studies, and analysis is clear and well reasoned.

Connectionstorelevant issues

Candidate recognizes the relationship of his or her own studies to relevant, real world issues, but analysis is incomplete or superficial.

Candidate recognizes the relationship of his or her own studies to relevant, real-world issues, and analysis is clear and well reasoned.

All Undergraduate Programs except Ag Ed - EDF Courses

Caring: Beliefs EDF 301

EDF 301 Diversity Scale Test

Professional Beliefs About Diversity Survey

 All students in EDF 301: Principles of American Education are required to take this survey. The purpose of the survey is to examine students’ professional attitudes toward diversity.  The diversity scale was developed by Cathy A. Pohan and Teresita E. Aguiilar, rigorously tested for validity and reliability, and published in the American Educational Research Journal, Vo. 38, No. 1 (Spring, 2001) pp. 159 – 182. The professional beliefs component of the scale was used for the EDF 301 survey. The scale is composed of 25 items to which students respond on a 5-point Likert scale, with 1 being most sensitive to the diversity issue in the item and 5 being least sensitive to the issue.

For this first semester of its use (Fall 2010), the scale was administered to students at the beginning of the semester and again, at the end of the semester, as an exit survey. Mean scores from the first administration were analyzed to derive cut-off levels for CF scoring. CF scores were assigned to each student’s exit score, accordingly.  In the semesters that follow the scale will be administered at end of term.

 Individual Mean Score (Exit)             CF Rating

3.41-5                                                  Unsatisfactory2.41 to 3.4                                           Developing1.51 to 2.4                                           Proficient1 to 1.5                                                Distinguished

Caring: Actions & Capable: Practice EDF 334 for Elem/Early Childhood / EDF 335 for Secondary; EDF 334 or 335 for Special Ed

EDF 334 – Different assignments for Fisk & Weatherford

WEATHERFORD Assignments: Service Learning AND Observations

Service Learning Reflection:Each student will participate in a service learning experience. Consider and answer fully the questions below and in writing BEFORE beginning the Service Learning experience. Turn in your answers to these questions as soon as completed and PRIOR to the action portion of the field experience. These questions may be completed as a group. The reflection paper MUST be  completed INDIVIDUALLY.  What needs for children do I wish to fulfill or address with this experience?  How will I study the needs (extent to which they exist on a local, state, national, and world level?) and what are effective ways to address the needs? (Use professional journals, internet, our textbooks, school personnel, past experiences of classmates or faculty, etc. to identify effective strategies.)    What strategic actions will I take? Describe how this experience is linked to

theory. What do I need to know about child development in order to carry out this service effectively? What do I want to learn from this service experience? B.2.  After completing the service learning experience, write a reflection paper INDIVIDUALLY that is a minimum of 3 double-spaced typed pages.  The paper should answer the following questions : What?             Describe what happened:  events and your reactions and thoughts at the time. (1 page)So What?        Describe what you learned from this experience and what meaning it has for you as a person and as a professional. What are the connections

to theory? (1 page)Now What?     Describe how you will behave or act differently in the near and/or distant future because of having had this experience. (1 page)

Observations:

See the attached Observation Worksheets.

 Objectives  (Major Course Goals):     Each student will work toward the following goals:      1.Gain an understanding of the 3 domains of development -- physical, cognitive, social/emotional.2.  Understand the impact on the study of child development by psychoanalytic, learning, and cognitive research methodologies and theories (included under this objective will be major theorists such as Bandura, Bronfenbrenner, Bruner, Erikson, Freud, Kohlberg, Mischel, Piaget, Skinner, Vygotsky).3.  Better understand the natural patterns and interrelationships of growth and development across the lifespan* and across and within cultures;  physical cognitive    social/emotional4.  Better understand the biological and environmental forces that affect growth and development across the lifespan* and across and within cultures; physical     cognitive    social/emotional5.  Understand the impact of developmental characteristics across and within cultures on instructional decisions for students.           infant and toddler     early childhood     middle childhood*  This includes the prenatal, infancy and toddler, early childhood, middle childhood, adolescence, and adulthood (early, middle, and late) periods of development, although the weightings are not equal.  This course emphasizes the infancy and toddler, early childhood, and middle childhood periods.   

FISK Assignments: Service Learning AND Field Experience Assignment #4

 Rubrics for 334 CF ratings:                                                  

Caring Actions(accommodating individual differences):            Module 5 grade (50%) & part 2 of Service Learning (50%)

Part 2 of service learning:

Curriculum integration:  [**MOST important part of Service Learning]

           a1) What was (were) your child's main physical development characteristic(s)(especially with regard to motor and muscle development) [briefly]?            a2) Did this characteristic contribute to his/her referral?  if yes, how?            a3) How did you accommodate this characteristic in working with the student?

           b1) What was (were) your child's main cognitive development characteristic(s)(especially with regard to operational development) [briefly]?            b2) Did this characteristic contribute to his/her referral?  if yes, how?            b3) How did you accommodate this characteristic in working with the student?

           c1) What were your child's main social/emotional development characteristics(especially with regard to emotional channeling and Erikson’s stages ofdevelopment) [briefly]?            c2) Did these characteristics contribute to his/her referral?  if yes, how?            c3) How did you accommodate this characteristic in working with the student?

Capable Practice(field experience reflections):            Field experiences 1-4 and Service Learning. #1, #2, & #3 each 15%, #4 35%, SL 20%

  Scores lower than 75 would definitely be more toward a score of 1.  Scores of 75-85 would be more toward a score of 2.

  Scores of 85-95 would be more toward a score of 3.   Scores over 95 would be more toward a score of 4.

Service Learning Assignment Reflection    

Please address the following in your reflection.

1.  Brief description of the problem/need.

**2.  Curriculum integration:  [**MOST important part of Service Learning]

            a1) What was (were) your child's main physical development characteristic(s) (especially with regard to motor and muscle development) [briefly]?

            a2) Did this characteristic contribute to his/her referral?  if yes, how?            a3) How did you accommodate this characteristic in working with the student?

            b1) What was (were) your child's main cognitive development characteristic(s) (especially with regard to operational development) [briefly]?

            b2) Did this characteristic contribute to his/her referral?  if yes, how?            b3) How did you accommodate this characteristic in working with the student?

            c1) What were your child's main social/emotional development characteristics (especially with regard to emotional channeling and Erikson’s stages of development) [briefly]?

            c2) Did these characteristics contribute to his/her referral?  if yes, how?            c3) How did you accommodate this characteristic in working with the student?

3. How were the setting & the student specifically the same and how specifically different from you/yours at that grade?    Individually address:

culturally (culture of the child – home & school), socially (SES of child & school), physical setting (school classroom and building), home situation (parental and sibling situation), anything else?

4.  What were your thoughts about this project:  going into it; 

during it; after it.

5.  Comment on the service learning methodology (maybe review notes on S.L. from Mod1).            a) Does/did this methodology work for you as a learner?  why?            b) Would you have your own students do S.L. projects?   why? 6.  What impressed you the most during this project?7.  Any other comments about anything in reflecting about your experience. 

 Field Experience Assignment #4     

                                                   Child Study:  Developmental Interview            Observation of a single child.The interview tasks include the following:  Physical, Cognitive, and Social/Emotional development.Make conclusions about the child’s developmental level for each item in each domain.  For each task link the specific behavior observed, specific developmental characteristic inferred & briefly explained, and then tell roughly when that characteristic occurs developmentally.   

COURSE OVERVIEW

Module Grade % Content (# of classes) Text Chapters 1 4% Orientation (1) p. 1-20

Service Learning (1) / QUIZ: 1/20Fact/inference / observation (1)Prenatal (1) p. 97-113Infancy (1) Ch.5, 6, 7 TEST: 2/3 (1)

Play Years vs School Years 2 8% Physical Domain: (2) Ch. 8 (esp. p.221-36); Ch. 11 (esp. p.311-2, 317-22)

TEST: 2/15 (1) 3 8% Cognitive Domain: (2) Ch.9 (esp. 249-67); Ch.12 (esp. 338-52)

Field Discussion day (1)TEST: 3/1 (1)

4 8% Soc/emot Domain: (3) Ch. 10 (esp. p.277-288; 291-305) & 13 (esp. 371-80; 391-8) Field Discussion day (1)TEST: 3/17 (1)

5 Teaching Applications (4)Field Discussion day (1)

12% (applications) TEST: 4/12 (1) 8% Service Learning Project: reflection done by 4/26 28% Field experience write-ups (#1, 2, & 3 = 6% each, #4 = 10%)

(observation write-ups done between [tentative!!] March 1st and April 19th)

6 4% Transescence (1)Adolescence (1) Ch. 14-6 (esp. p.407-26); p.439-54; 472-501

7 Adulthood: Early, Mid, Late (2) Service Learning celebration (1) 20% FINAL EXAM (semi-

cumul.: infancy-adolescence) 8-10:30 Wed. May 4th.

EDF 335 School Observations/Essay CA and CP

 

For this assignment, students must complete 6 secondary school observations and an essay about their observations.

I require the students to submit hard copies of the complete assignment (these will be collected in class this Wednesday). I told them also to submit the essay portion of the assignment on Live Text (they don’t have to submit the 6 observations on Live Text because these are usually written in pen or pencil).

If the students get an A or B on the assignment, they get a 3 for Action and Practice. If they get a C or D, they get a 2 for Action and Practice. If they get an F they get a 1 for Action and Practice.

Ratings of ‘Unsatisfactory’ and  ‘Distinguished’ require a justification

Capable: Knowledge EDF 334 for Elem/Early Childhood / EDF 335 for Secondary; EDF 334 or 335 for Special Ed

EDF 334 – Different assignments for Fisk & Weatherford

WEATHERFORD: Exams Average

TESTS: EDF 334 Capable Knowledge as measured by Exam average:

4= 39-40 pts.3=32-38 pts.2=28-31 pts.1=less than 30 pts.

FISK: Course Grade

Course Grade

EDF 335

ED F 335 Final Exam Grade

First, compute the weighted average % correct on tests . To do this, I use the total number of points accumulated on 4 tests divided by the total possible points on the 4 tests. For example, if student A accumulates 182 points out of a possible 200 across the 4 tests, his/her % correct is 91. Then I convert these percentages to CF ratings using the following conversion rule:

Less than 60%= 1

60-79.5% = 2

80-96.5%= 3

Equal to or greater than 97%= 4

Connected: Communication EDF 315

EDF 315 Google Web Site

Level 2 Communication is evaluated according to two dimensions for CF purposes: 1) Oral and Written Language and 2) Use of technology for communication.

2   In EdF 315 candidates are expected to create a Website (using technology for communication) that is clearly written, properly punctuated, and grammatically correct (written language) and that incorporates audible, clear, coherent recorded speech (oral language).

3.  A project that is evaluated to fit level 2 would be functional but would have clearly evident shortcomings such as numerous errors in spelling, grammar, or punctuation, and/or an audio introduction that is poorly recorded or characterized by numerous errors in pronunciation, usage or grammar.  The class grades for these assignments would generally fall into the C/D range.

4.  A level 3 project would have minor errors in written language or in the execution of the recorded introduction.  These assignments would generally be graded in the A/B range.

 5.  Level 1 and Level 4 projects would obviously be those that are either egregious examples of weak writing, oral language, and technological execution (level 1) or stellar examples that exceed normal expectations.

4- Student demonstrates mastery in Web site development and goes above and beyond the assignment’s basic requirements. Information is clearly communicated via the Website.

3- Student shows proficiency with Website development and meets more than 90% of assignment’s requirements.

2– Student is still developing the skills necessary to create a Website that effectively communicates information. Not all requirements met, problematic communication of thoughts/information.

1 – Student did not complete or make a valid attempt to complete assignment. Student tried, but failed to create a Website. Very few requirements met

Connected: Integration EDF 302

EDF 302 Essay Question

Scoring Rubric:  Level 2 Integration

Assessment (Assignment) for EDF 302

STUDENT MUST SUBMIT TO LIVETEXT FOR SCORING

 Essay Question:

Pick ONE of the conditions of modeling (attention, retention, motivation, or production), and explain how ONE  aspect of information processing theory (attention, perception, working memory, encoding, long term memory, retrieval, or metacognition) can be used to make this aspect of modeling a more effective instructional strategy in the classroom. Be sure your explanation makes it clear that you understand both the element of modeling and the element of information processing theory that you have chosen.

 Candidate provides evidence of Connected Integration at Level 2

Our candidates synthesize the content they teach and integrate interdisciplinary perspectives and applications by making connections to real life and making global issues locally relevant.

Agricultural Education

Caring: Beliefs & Actions Ag Ed 201

FFA Banquet Planning Presentation Evaluation

AG ED 201

FFA BANQUET PLANNING PRESENTATION EVALUATION

STUDENT NAME: ________________________________________________________

Organization (10 points) _______ Comprehensive Title Slide Main Points Arranged in Logical Order Presentation Interesting and Easy to Understand

Quality of Presentation (10 points) _______ Speakers Neat and Appropriately Dressed Speakers Talk Directly to Audience Speakers Relaxed and at Ease Speakers Have Appropriate Voice Control Words Pronounced Correctly Use of Notes Did Not Distract from Presentation Introduction and Overview

Clear Explanation of Concepts (35 total points)

Banquet Program ______Invitation Letter _____Guest List _____Menu _____Delegated List of Duties with Deadlines _____Materials Needed _____Itemized Budget for Banquet _____

Completeness of Total Plan (10 points) ______ Enough Information Presented On Each Phase of Plan

Caring Beliefs (10 points) ______ Plan Shows a Commitment to Recognize All Students Speakers Show an Awareness of and Value for Individual Differences Plan Demonstrates Legal/Ethical Standards Applied in Decision Making

Caring Actions (10 points) ______ Presentation Demonstrates Students/Guests Will be Treated with Respect Presentation Demonstrates Student Engagement in the Banquet Program Speakers Demonstrate Concern for Student Motivation/Enthusiasm for Program Speakers are Sensitive to Student’s Cultural/Developmental Differences

Quality of Visuals (10 points) _______

Resources Listed with Proper Citation (APA) (5 points) _______

TOTAL POINTS _______

COMMENTS:

CF ELEMENTS SCORING KEY (Level 2) -- Caring Beliefs and Caring Actions

UNSATISFACTORY (1) DEVELOPING (2) (Below 6.0) (6.0 – 7.9)

PROFICIENT (3) DISTINGUISHED (4) (8.0 – 9.9) (10)

Capable: Knowledge & Practice, Connected: Communication Ag Ed 201

CDE PRESENTATION RUBRICAG ED 201 – FALL 2009

STUDENT NAME: ____________________________________________

CAREER DEVELOPMENT EVENT: ___________________________________

Description and details of the CDE (20 pts) ________

The format, rules, and scoring for the contest (15 pts) ________

The materials necessary to conduct this event if you were to serve as host (10 pts) ________

Learning objectives and/or career skills you feel this particular CDE helps to reinforce (10 pts) ________

List of Resources (10 pts) ________

Quality of PowerPoint (5 pts) ________

Capable Knowledge: Student is knowledgeable about foundations of education and about specific subject matter areas (10 pts) ________

Capable Practice: Student plan includes application of knowledge through best practices that include effective use of educational and information technology for coaching and preparation of CDE Teams (10 pts) ________

Connected Communication: Student illustrates effective communication through a variety of methods (Presentation Quality) (10 pts) ________

TOTAL--------------------------------------------------------------------------- ________

COMMENTS:

CF ELEMENTS SCORING KEY (Level 2) -- Capable Knowledge, Capable Practice, and Connected Communication

UNSATISFACTORY (1) DEVELOPING (2) (Below 6.0) (6.0 – 7.9)

PROFICIENT (3) DISTINGUISHED (4) (8.0 – 9.9) (10)

Connected: Integration Ag Ed 201

AG ED 201Final Exam

Study Guide

Legislative Acts:• Morrill Act of 1862• Hatch Act of 1887

• Smith-Lever Act of 1914• Smith-Hughes Act of 1917• Vocational Education Act of 1963• Carl Perkins Acts• South Carolina Smoak-Rector Act of 1917History• Founding Fathers of FF A• Author of the Creed• NFA (New Farmers of America)/FPF (Future Palmetto Farmers)• Purposes of Boys' Corn and Girls' Tomato Clubs• Efforts ofFFA and 4-H during WWII• Thomas Green ClemsonGeneral FFA• Types of Membership• Structure: Chapter, State, Nat'l• Emblem• Gavel• FF A Officers• CDE'so Typeso Basic Materials Neededo Hormel Scoring• Response to "FF A members whyare we here?"• Motto• Colors• Official Dress• Creed• Methods of Voting &Parliamentary ProceduresLearning Styles (4)FFA/4-H• Stimulus-Response Learning Theory• Benefits of Participating• Differences between FF A and 4-H

General4-H• Types of Membership• Emblem• Colors• MottoSlogan• Roles of 4-H Volunteers• Delivery Modes• Projects

Ag Ed CF Level 2 CI Rubric

Unsatisfactory Developing Proficient Distinguished

CF Level 2 Connected Integration1/1 (100%)

Below 60 pts Less than developing

60-79 pts Directions and procedures: Daily lesson and unit plans are often poorly conceived and articulated and provide inadequate connections among disciplines. Plans do not include appropriate assessments, objectives, and standards. Oral and Written Language: Daily lesson and unit plans are rarely designed to

80-99 pts Directions and procedures: Daily lesson and unit plans are well conceived and articulated, providing adequate connections among disciplines. Plans include appropriate assessments, objectives, and standards. Oral and Written Language: Daily lesson and unit plans are

100 pts More than proficient

Unsatisfactory Developing Proficient Distinguished

provide connections to issues both developmentally appropriate and relevant to students.

consistently designed to provide connections to issues that are developmentally appropriate and relevant for students.

CF Level 3 assignments differ by program

Rubric Level 3 Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.CF Element Criteria Developing ProficientCaring - Beliefs

Ethical &respectsrights of all

Candidate admits own substandard work or inappropriate behavior, but does not recognize the ramifications of his/her actions, makes excuses, or does not work to correct inappropriate action. Candidate communicates a concern for the rights and safety of some.

Candidate takes responsibility for own actions and work and applies legal and ethical standards to decision making. Communicates a plan that insures that rights and safety of all. Candidate is reflective and identifies the need for improvement. Candidate develops a rapport with students, peers, and other professionals in the workplacecommunity.

Diversity& individualdifferences

Candidate recognizes individual differences and diversity, but is unable to develop a plan to address diversity and democracy in the classroom.

Candidate communicates an awareness of and value for individual differences and the effects of this diversity on learning. Candidate is capable of developing a plan creating a democratic environment that addresses diversity in the classroom.

CF Element Developing ProficientCaring - Actions

Fairness Candidate sometimes recognize sensitivity to diverse studentpopulations, awareness of ethnic, linguistic, and exceptional needs,

Candidate consistently demonstrates sensitivity to diverse student populations, awareness of ethnic, linguistic, and exceptional needs,

and are able to respond appropriately. and is able to respond appropriately.Respect Candidate occasionally recognizes inconsistencies, favoritism or

disregard for student differences and needs.Candidate consistently demonstrates through interactions care, respect, and sensitivity to culture and developmental levels.

Environment& classroommanagement

Candidate is working toward consistency in developing physicallysafe environments and promoting child's self-esteem.

Candidate recognizes and promotes physically safe learning environments. Management strategies are constructive and promotestudents' self-esteem and growth.

Diversity Classroom interactions attempt to consider diverse needs of students and cultural differences.

Candidate consistently demonstrates through lesson planning and implementation an inclusive approach to meeting diversity and cultural needs.

Motivation Candidate is beginning to utilize appropriate motivational techniques. Candidate consistently incorporates motivational techniques that are appropriate for the students' developmental, cultural and linguisticdifferences.

CF Element Developing ProficientCapable-Knowledge

DevelopmentalNeeds

Candidate displays generally accurate knowledge of developmental characteristics and individual differences but is unable to identify characteristics or differences as evidence by the content and procedures displayed in planning, implementing, and self-assessing.

Candidate displays knowledge of developmental characteristics and individual differences and begins to recognize the extent to which students follow the patterns.

Specialty areaknowledge

Candidate demonstrates limited knowledge of subject matter and pedagogy in lesson plans, preparation, implementation, and assessment. Does not make corrections, and plans and practices fail to reflect understanding of prerequisite relationshipsof topics and concepts.

Candidate demonstrates knowledge of subject matter and pedagogy in lesson planning, preparation, implementation, and assessment. Connections are made, and plans and practices reflect understanding of prerequisite relationships of topics and concepts.

Instructionalstrategies

Candidate is unable to effectively incorporate instructional strategies that meet the mission, objectives, and student needs.

Candidate incorporates instructional strategies to meet the lesson objectives and student needs.

InstructionalGoals

Candidate is unable to convey reachable expectations. Candidate conveys high expectations for student achievement through planning, implementing, and self-assessing teaching.

Foundationsof EducationGrounded in a liberaleducation

Candidate displays limited knowledge of educational foundations. Candidate displays knowledge of educational foundations and begins to connect foundations to planning.

CF Element Developing ProficientCapable- Practice

ReflectivePractitioner

Candidate reflects on classroom experiences but provides little or noevidence that experiences will influence future practice.

Candidate reflects on classroom experiences and provides evidence that experiences will influence future practice.

Learning goalsrelated to standards

Learning goals are indirectly related to standards. Instructional goals are clearly tied to curriculum standards.

Coherentprogression of material withappropriate pacing &

Planning incorporates some best practices but does not considerindividual student needs.

Planning of learning activities incorporates current best practices and addresses individual student needs.

transitionsStudents engaged,challenged, & reflective

Instructional plans are designed to engage and challenge some students.

Instructional plans are designed to engage and challenge students.

Assessmentaligned withinstruction, servingsummative &formative needs

Assessment plans are aligned with instruction, but designed to serve only summative needs.

Assessment plans are fully aligned with instruction and designed to serve summative and formative needs.

Educational & informationtechnologyenhances learning

Candidate designs lessons that incorporate technology, but technology is not used to maximize student learning.

Candidate designs lessons that incorporate technology in ways that maximize student learning.

CF Element Developing ProficientConnected –Commu-nication

Directions &Procedures

Candidate directions and procedures are clarified after initial student confusion or are excessively detailed.

Candidate directions and procedures overall are clear to students.Candidates observe and begin to develop directions and procedures that contain an appropriate level of detail.

Oral & WrittenLanguage

Candidate's spoken language is generally audible, and written language is legible. Both are used correctly with only a fewmistakes. Vocabulary is correct but limited or is not appropriate to students' ages or backgrounds.

Candidate's spoken and written is clear and correct. Candidates demonstrate an ability to gauge the interests of students and use of age-appropriate vocabulary in lesson planning and instructionalpractices.

Quality of Questions

Candidate's questions are a combination of low and high quality. Candidates begin to develop skills in asking questions across several levels of Bloom's Taxonomy and assessing appropriate for students to respond.

Response toStudents

Candidate has begun to develop strategies to address student questions and provide appropriate responses based on students' interests and understanding.

Candidate develops strategies to adequately address student questions and provide appropriate responses based on students' interests and understanding.

Communica-tion withParents/Guardians

Candidate has begun to develop ways to communicate with parents and guardians regarding student progress, but does not always follow suggestions made by cooperating teacher.

Candidate develops and observes ways to communicate with parents and guardians regarding students' progress through mentoring provided by cooperating teacher.

Use of technologyfor communica-tion

Candidate strategies to use technology to facilitate communicate with a variety of audiences does not consistently use appropriate media or recognize diverse needs of the audience.

Candidates develop strategies to use technology to facilitate communication to the diverse needs of a variety of audiences.

CF Element Developing ProficientConnected –Integration

Directions &Procedures

Daily lesson and unit plans are often poorly conceived and articulated and provide inadequate connections among disciplines. Plans do not

Daily lesson and unit plans are well conceived and articulated, providing adequate connections among disciplines. Plans include

include appropriate assessments, objectives, and standards. appropriate assessments, objectives, and standards.Oral & WrittenLanguage

Daily lesson and unit plans are rarely designed to provide connections to issues both developmentally appropriate andrelevant to students.

Daily lesson and unit plans are consistently designed to provideconnections to issues that are developmentally appropriate andrelevant for students.

Early Childhood Education

Caring: Beliefs & Capable: Knowledge EDEC 300

Philosophy of Early Childhood Education Paper

In this assessment, you are asked to develop your own philosophy of early childhood education using your knowledge of child development and learning, understanding of assessment, and your knowledge about building family relationships and connecting with children and families.

Description of the Assignment

In collaboration with your instructor and other professionals, use of varied sources of information on early childhood education, and personal observations and experiences in early childhood settings, you will develop a well-organized and comprehensive paper that describes your own philosophy of early childhood education. This philosophy paper will inform your decision-making as a new teacher in diverse early learning settings. The philosophy paper should follow these guidelines:

Guidelines for the Assignment

Writing a philosophy of education paper is an essential requirement in shaping your own belief system and developing a framework for decision-making as a future teacher. The purpose of this assignment is to encourage you to put down on paper the strong beliefs and values that you have developed through coursework, practicum experiences, and other life experiences. Below are guidelines for developing your paper:

The philosophy paper should include the following elements:

q  Purpose and goals of early childhood education (NAEYC Standards 1 and 5)

q  View of the child as a learner (NAEYC Standard 1)

q  Optimal environments for learning for the very young child

q  (NAEYC Standards 1, 2** and 4)

q  Characteristics of the effective early childhood teacher (NAEYC Standards 1, 2, 3, 4, and 5)

q  Role of the community and parental involvement in early childhood education (NAEYC Standards 2, 3, and 4)

q  Theories and theorists who have influenced your thinking about teaching young children (NAEYC Standards 1, 2, 4, and 5)

q  Essential elements of a developmentally appropriate curriculum for young children (NAEYC Standards 1, 2 and 4)

q  Other elements that candidates believe are important to explain their own philosophy of early childhood education

q  Reference list using at least 3 professional sources (NAEYC Standard 5)

q  Use of citations within the text of the paper (NAEYC Standard 5)

q  Double space using APA guidelines (NAEYC Standard 5)

The draft of the philosophy paper will be submitted on a designated date. After careful review and feedback by the instructor, the candidates is expected to make final revisions and submit the paper as part of the final course portfolio. Assistance is available on an ongoing basis in the writing or editing of this philosophy paper.

Description of Assessment

Candidates complete a series of required courses in the undergraduate certification program. One of these courses is EDEC 300: Foundations of Early Childhood Education. This course is taken during the second semester of the junior year and just prior to block and student teaching.  EDEC 300 is a survey of the field of early childhood education and the purpose of the philosophy paper is for candidates to reflect on their prior coursework on general education and professional education and then to synthesize the contents of this course to develop their own philosophy of early childhood education. Candidates provide a draft copy of the paper to the instructor by mid-semester and she/he provides detailed feedback to the candidate on the draft of the paper. Guidelines are provided for the candidates and essential elements of the paper are described and discussed in class. Candidates are to utilize the textbook for the class and secure additional references and sources of information. Candidates frequently look back to prior courses and then compare/contrast that content as well as how they have evolved themselves. Candidates are required to use APA formatting for the paper, so the feedback to the candidate is based on both content and professional writing and format. After the feedback is provided, candidates revise the paper and then submit as part of their portfolio that is submitted at the end of the semester

Caring: Actions & Capable: Practice & Connected: Communication EDEC 400

EDEC 400 Lesson Plan and University Supervisor Evaluation

Description of the Assignment

Lesson Plans and Lesson Delivery:  Candidates are required to develop and teach a minimum of three lessons during the field placement.  The Classroom Teacher (CT) will observe two lessons; the University Supervisor (US) will observe at least one and conduct a final conference following the due date of the third lesson.  Each lesson requires a written plan (following the lesson plan template), an observation form from the CT or US, and a reflection or self evaluation (developed by following the prompt questions).

Lesson one:

Lesson Plan (APS 2), Observation and Evaluation by University Supervisor or Cooperating Teacher, Reflection. Due October 1.

Lesson two(Language Arts)

Lesson Plan (APS 2), Observation and Evaluation by Classroom Teacher or University Supervisor (dependent on 1st lesson: the other professional (teacher or supervisor) must observe the 2nd lesson), Reflection. Due October 22.

Lesson three (Reading lesson):

Lesson Plan (APS 2), Observation and Evaluation by Classroom Teacher, group meeting with University Supervisor, Self-Evaluation.  Due November 12. 

It is the responsibility of the candidate to have both the lesson plan and the evaluation form ready for the University Supervisor and the Cooperating Teacher for the lesson observations.  Electronic copies of the evaluation form are available on Blackboard under EDEC 400 documents.

 Master Checklist (with supervisor signatures and comments):  The candidate will keep the master checklist in the notebook.  The supervisor will sign the form and make comments with each notebook check (or send email comments based on website checks).  The checklist will be turned in to Dr. Wilson with the final paperwork on December 2.

1. Description of assessment

This assignment takes place in the first semester of the senior year, the block semester, prior to the student teaching semester.  Candidates plan, implement, and reflect on one content-area lesson in their field placement classroom (4K-Grade 3) and that lesson is evaluated by the candidate’s University Supervisor using the standard evaluation form based upon performance standards outlined in the South Carolina system for evaluating teaching called ADEPT. However, evaluators also rate candidates based on a NAEYC rubric which is the rubric used to score candidates in support of this assessment (rubric identified below).  The ADEPT performance standards (APS) fall under ten specific areas and can be categorized under four domains: 

Domain 1: Planning

APS 1 Long-Range Planning

APS 2 Short-Range Planning of Instruction

APS 3 Planning Assessments and Using Data

 Domain 2: Instruction

APS 4 Establishing and Maintaining High Expectations for Learners

APS 5 Using Instructional Strategies to Facilitate Learning

APS 6 Providing Content for Learners

APS 7 Monitoring, Assessing, and Enhancing Learning

Domain 3: Classroom Environment

APS 8 Maintaining an Environment That Promotes Learning

APS 9 Managing the Classroom

Domain 4: Professionalism

APS 10 Fulfilling Professional Responsibilities 

Candidates must use their knowledge of child development, observational assessment skills, teaching and learning knowledge, and data collection procedures to successfully complete the assignment.

4b, 4c, 4d: Using developmentally effective approaches; Content knowledge; Building meaningful curriculum

Connected – Integration EDEC 336

Child Case Study

 The Conceptual Framework area that will be evaluated for the Case Study:

Connected: Integration“Our candidates synthesize their knowledge and practices to integrate interdisciplinary perspectives and applications by making connections to real life and by making global issues locally relevant.”

 

I. Introduction

Physical Environment – Provide a rich description of the environment. Include the age of the students, layout of the classroom, learning materials available, activities, and the general mood/climate of the classroom.

II. Observations

Selected Child – Introduce the child you have selected (pseudonyms should appear throughout the assignment to protect the confidentiality of the student) by describing age, general personality, and general interactions. Be sure to describe background information as needed.  Include brief remarks that cover the areas of physical and cognitive domains. Use the subheadings provided to describe the skills in each of the social/emotional areas as they relate to the observations of your selected child. In your writing, please provide several examples.  Do not give opinions in this section, but do provide concrete observations.

A.      Temperament and Attachment

B.      Language/Communication

C.     Types of Play

D.     Discipline/Self-regulation/Emotional Regulation/Sense of Conscience

E.      Concentration/Problem-Solving

F.   Social Competence and Empathy

 

III. Analyses

In this section, you will discuss how the child’s observed skills align with what you have learned about each topic and the milestones discussed in class/text for the stage of development.  Analyses should be in complete sentences/paragraphs and cover the following topics.

A.   Temperament and Attachment

B.      Language/Communication

C.     Types of Play

D.     Discipline/Self-regulation/Emotional Regulation/Sense of Conscience

E.      Concentration/Problem-Solving

F.   Social Competence and Empathy

 IV. Educational Practices

Demonstrate that you are an advocate for positive educational practices by including how teacher/staff promote development in these domains.  Was there a good fit between the environment and the child?  Are there other things that you would do if you were this child’s teacher to promote development in these areas? Although you should avoid being overly critical of the teachers and setting, it is appropriate to assess and question methods seen in the classroom. Analyzing and reflecting will require a comparison of teaching methods and behaviors to see if what is observed is consistent with what you have learned in this and similar courses. Show what you know!

 V. Conclusion

In this section, please provide concluding thoughts and summaries based upon your readings in the course as well as the observation time spent in your placement setting.

Description of assessment

Candidates complete a case study of an infant or toddler (birth – 36 months) in EDEC 336 Social Development of Infants and Toddlers.  The case study is done on one child, ages (birth -36 months) during a 10 hour observational field placement in a local child care center. This assignment provides evidence of candidates’ understanding of child development, in particular infants and toddlers, across the areas of emotional, social, physical, cognitive and language development. Candidates must use observational assessment skills and data collection procedures to successfully complete the assignment.

Elementary Education

Caring – Beliefs EDEL 401

Reflective Essay

 

Final Reflection of Block Experience

 

Final Reflection:  At the end of the semester, candidates will develop a reflection detailing the internship experience and the content covered throughout the field placement.  In the final reflection, the candidate should thoroughly address the following: 

  How have you grown this semester as a teacher candidate?

  Specifically how has ADEPT affected your growth?

  What challenges did you face?

  What diversity issues did you encounter?

  How has this semester prepared you for student teaching?

This reflection will be submitted in written form to Dr. Wilson as well as posted on the GOOGLE website

Caring – Actions EDEL 487/488

Prior to Fall 2011 Term – EDEL 487 Unit Project

EDEL 487 Unit Project Assignment Description

Social Studies Integrated Unit Project This ongoing project makes up the major portion of your grade. We will work on it gradually throughout the semester. You will receive constant feedback and support from me, allowing you the opportunity to revise the final product to mastery. You may complete this project individually, or may work in a group of 2 or 3. We will discuss the project as a whole during our second class period. I will discuss and show examples of each sub-assignment (listed on the next page) in class several weeks before they are due.

Unit Basics Please submit the following information (via Blackboard) and hard copy: 1) your unit topic, 2) the grade level that your unit is intended for, and 3) the members of your group (if applicable). This is worth 5 points of your total grade and will serve as the title page for your final unit project.

Unit Introduction You and the members of your group will submit (via Blackboard and hard copy) an introduction (approximately one page) about your unit. It should include a rationale for teaching the subject, your unit objectives (stressing major content ideas that you feel are intrinsic to teaching the unit) and method(s) of assessment. It should be written in 3rd person. The introduction should also note which of the ten NCSS content strands you will target. This item is worth 20 points of your total grade and will serve as the introductory page (following the title page) of your final unit project. Please see the rubric for this assignment at the end of this syllabus.

Technology ComponentYou and the members of your group will create a Google Earth project that you will ultimately integrate into a lesson plan(s) that will be part of your final unit. This assignment will count for two courses both EDEL 487 and ED 425. Your instructors for both the courses (myself and Ryan Visser or Chris Peters) will grade the assignment together. You will receive a number grade (out of 50 points) in EDEL 487. You will receive instruction as to how to use Google Earth and incorporate into your pedagogy by your ED 425 instructors. You will be expected to submit two products to both of your instructors. Please note that we are providing you with grading criteria (below) but not a rubric—this is so we can be more flexible and let you be more creative.

A) A Google Earth file with 5-10 placemarks. These placemarks should include: at least one image per placemark, hyperlinks that link to relevant websites, and at least one placemark with an embedded video or audio file. B) A word document that answers the following four questions (at least half a page per question): 1) What is the context within which you will use this teaching tool (e.g. when, where and how do you envision this fitting within your unit)? 2) Explain how you think that this particular project fits into technology standards, S.C. Social Studies Standards AND helps meet broader social education goals, 3) Do you feel that your candidates might benefit from this Google Earth technology in the Social Studies classroom? Why or why not? 4) Do you think that you will use Google Earth technology in your classroom? Why or why not?

Resource List You and the members of your group will submit (via Blackboard) an annotated resource list of at least 20 sources relating to your unit. These sources can include (but are not limited to): children’s literature, teacher resource material and internet websites. Each source should include a three or four sentence annotation of its content. Therefore, you must have physically reviewed each of these sources. No more than half of these sources may be websites. This item is worth 35 points of your total grade. Please see the rubric for this assignment at the end of this syllabus.

Lesson Plans You and the members of your group will submit (via Blackboard) the lesson plans which will comprise the main substance of your unit. Each group member should submit 5 lesson plans (e.g. an individual working alone will submit 5 plans; a group of 2 will have a total of 10; a group of 3 will have a total of 15) that support your unit rationale and objectives. Please note: everyone must submit 5 plans and this assignment will be graded individually even if you are in a group.

Please use the lesson plan format posted to Blackboard, which is the same plan that you will use in the rest of your block courses. Note that you are not expected to include a “Reflection” section for your assignments in this class, as you are not required to teach any of the lessons this semester. Note also that you do not need an “Assessment” section for every day. One assessment per week is sufficient.

Drafts of your lesson plans are due to me on the assigned date. These will NOT be for an evaluative grade, rather you will receive 10 completion points for turning them in (2 points for each plan). I will give you detailed comments and feedback. In some ways, this assignment is optional—however, if you do not choose to turn all five plans in, you will receive a 0/2 for each plan you do not turn in and will not get the feedback.

When you turn the final copies in to me on the assigned date, I expect them to be thoughtfully revised from your drafts. Your final lesson plan copies are worth 100 points of your total grade. Please see the rubric for this assignment at the end of this syllabus.

Final Unit Project You and the members of your group will turn in a .pdf of your final unit via Blackboard. If you have been keeping up with assignments all semester, you should have everything you need to turn in the final unit and will only need to do minor revisions at this time. This .pdf will contain these assignments in the following order:

- Title Page (taken from Unit Basics)- Introduction (taken from Unit Introduction)- Lesson Plans in order of instruction- Resource List (taken from Resource List)- Supplementary Information (any documents that are needed for your unit but do not fit in the above sections).

This item is worth 50 points of your total grade. Note that your technology component should be worked into one of your lesson plans. I will electronically distribute the final units so that they can be shared and used by members in this course.

Fall 2011 Term On – EDEL 488 Unit Project

Genre Unit

Students will develop an original "fractured" version of a classic folk, fairy or tall tale in order to foster understanding and use of ELA content and methods via interpretative, informed and creative responses related to the literature which they have developed. As well, the "fractured" versions must include relevant issues that create meaning from a text for them as 21st century learners and ways to expand meaning-making for those they  will come to teach. Students will develop these multigenre responses to the literature using ELA components (reading, writing, speaking, listening, visual representing, viewing) and via technology. The CF elements relate to writing, speaking, technology attend to specific portions of the activity (see rubric).

Beginning fall 2011, EDEL488 students will also develop and document  family literacy bag (FLB) activities to accompany the Genre Unit. The FLB will address parent/guardian communication, student interaction and  peer evaluation will be included as the overarching assessment emphasizes what is valued as a part of this project: students (EDEL and field)  as change-agents; meaning-makers; and 21st century learners; while scaffolding CF Caring Action elements: diverse needs and learning styles, technology, and elements of respect and fairness.

Rubric Attached

Genre Unit

CINDERELLA

Mini-lesson

Statement

(key

Key concept is stated and explained.

concept) Using the genre, folktale, to explain the stories past and present.

What standard(

s) does this mini-

lesson address?

IRA/NCTE standard.

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions

(e.g., philosophical, ethical, aesthetic) of human experience.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,

persuasion, and the exchange of information).

Material and

literature needed:

Book(s) and all appropriate resources are detailed and specific.

PowerPoint

Yeh-Shen by Ai-Ling Louie

Poem, “Bound Feet” by Janet S. Wong

Pictures of bound feet

Music/lyrics: Cinderella by Rhianna & Chris Brown

Cinderella VHS or DVD

How to teach it:

An explanation of the intended lesson.

Using a poem introduce the folktale genre via a Chinese version of the original Cinderella.

       Share pictures of bound feet and discuss the significance—consider pop culture: Memoirs of a Geisha, 2005 (Japan).

          Illicit responses to ways cultures might vary regarding traditions.

         Make a class list of the different types of cultures using a Cinderella story.

          With a partner, complete the Venn Diagram.

          Develop  a speaking, writing, and viewing/technology to use with

          your book.  Keep in mind your Block lesson plan outline.

Early finishers: Create a poem about an aspect of Cinderella that has significance to you: slippers, attire, the ball, setting, etc.

How to share:

 Identify “how to share” and explain selection. 1-2 sentences.

   Students will support each others learning through a Pair-Share activity.

Capable - Knowledge EDEL 452

EDEL 452 Problem-Based Math Lesson Plan, Teaching, and Evaluation

Assignment Description:

The CF Capable Knowledge: The scoring rubric to derive a score for capable knowledge is the same as those in LiveText:  CK3: Problem-Based Math Lesson (50 points) For this assignment, you will identify students’ difficulty (through error analysis of students sample work, performance data, teachers input, etc.) with a particular math topic in your practicum class during the first three weeks of your visit to the class. With the consent from your cooperating teacher and/or Clemson instructor, create a student-centered, inquiry-based math lesson from a reform-based mathematics curriculum (Everyday Mathematics or Investigations in Number, Data, and Space) on the topic you identified, and teach this lesson to the whole class or to a group of students (5-10 students) you identified as encountering this difficulty. Arrange for a peer or a teacher to observe you while you teach this lesson. After the teaching, discuss and analyze both your effectiveness as a teacher and the effect of the lesson on students learning with your observer. Write a personal reflection on your perception of lesson’s success, on students’ learning, on your personal learning/development, on the perceived strengths and weaknesses of the materials you used for

both planning and enactment of the lesson, and on how the lesson could be adjusted in the future to improve student learning.  A written lesson plan as well as your reflection should be submitted to the instructor no later than two weeks prior to the end of the semester.

Capable - Practice EDEL 451

Lesson Plan EDEL 451: Science Methods

Below is a brief description of the activity, Standards-based Science Unit that is scored to provide the CF Scores for Level 3 Connected-Integration and Capable-Practice. Only two parts of the assignment (Part 2: Lesson Plans and Resources and Part 4: Reflection on teaching) are used to provide the CF Scores. The rubric for these two components notes what items relate to the CF Scores for Level 3 Connected-Integration and Capable-Practice.

The Standards-based Science Unit consists of four components:

Part 1: Science Content research

·         Students research the science content for the National Science Education Standard and SC Academic Science Standard for the grade level and topic that they selected.

Part 2: Lesson Plans and Resources (used to collect CF Scores for Connected-Integration and Capable-Practice)

·         Students develop a 4-lesson plan unit for a specific science topic and grade level of their choice. The unit must contain all resources mentioned in the lesson plans, adhere to the 5-E format, demonstrate an understanding of inquiry teaching, technology integration, and connection to other subject areas.

Part 3: Teaching of a lesson

·         Students must teach a mini-lesson from their unit to their peers.

Part 4: Reflection on teaching (used to collect CF Scores for Connected-Integration and Capable-Practice)

·         Students reflect on the mini-lesson the taught.

The rubric for these two components notes what items relate to the CF Scores for Level 3 Connected-Integration and Capable-Practice.

Part 2: Lesson Plans and Resources

This assignment will require you to develop detailed science lesson plans for a specific science strand of your choice. You and your partner will each develop 2 lesson plans and their resources for the unit, which is consist of 4 lesson plans and resources.  The four lesson plans must be connected through a grade level and science content appropriate theme.

Unit Design: Your unit design will consist of four lesson and their resources.  The document that you will turn in should be organized according to the sections below. Please refer to both the descriptions below and the information found on the Standards-based Science Unit checklist/rubric when developing your unit.

For this component, you will develop at least 4 lesson plans for your unit. Please carefully read through the Standards-based Science Unit unit prior to beginning this assignment.

The lesson plans must follow the 5-E learning model and incorporate inquiry. Each lesson must a) be easy to understand, b) contain appropriate objectives, detailed teacher instructions, c) list effective questions used for each 5-

E phase, d) include a reference list (APA format) of materials with non-original resources, e) identify state and national science standards that are met by each objective, f) show a connection to other subject areas, and g) list assessments that meet each objective.

You will need to include all resource material, rubrics/checklists, notes, ppts, and assessments you would use for the unit. Each partner must create at least one rubric/checklist, one handout, one ppt or SmartBoard presentation and incorporate at least one other piece of technology (tool or resource) between your two lesson plans. When using a web-based tool or resource, make sure it is free and accessible to anyone with an internet connection. You will also need to show that you understand the science behind the unit.

All four lesson plans and materials must be compiled into a unit that is well organized and bound (3-ring or 3-brad type folder). The complete unit must also be turned in via Blackboard Discussion Forum (for your peers to view and download) and the Turn It In folder.

  

Part 4: Reflection on teaching:

After you teach your mini science lesson to your peers, you will need to reflect on your facilitation of an inquiry science lesson. This is an individual component. Each group member must complete this section on his or her own. To develop a written reflection for this assignment, you will need to type the questions below and respond to each question. Make sure you thoroughly and clearly discuss your responses.

1. How do you feel about teaching the science content in your lesson?

2. Think about your lesson implementation. Identify one issue, incidence, or situation (positive or negative) that arose during your lesson. Describe that issue in detail.

3. Why do you think the issue, incidence, or situation (positive or negative) that you discussed in Question #2 occurred?

4. What is the impact of this issue, incidence, or situation (positive or negative)? (Basically, how could the continued occurrence of this type of issue, incidence, or situation influence your future teaching and how will this influence your students’ future learning experience in your class?)

5. What actions or steps could you take to either a) solve your negative issue, incidence, or situation or b) encourage your positive issue, incidence, or situation to happen again?

  

EDEL 451: Standards-based Science Unit Part 2 and 4 Rubric

 Name:                                                                                     Section:                                                          

 Unit Components

1

Not existing or unsatisfactory

2

Developing

3

Proficient

4

Satisfactory or

Distinguished

Lesson plans are organized and connected by a grade level appropriate unit theme.

Writing and plans are professional, articulate, and well conceived. All required unit components (title page, 4 lesson plans, student handout, PowerPoint or Smartboard presentation, etc) are included and organized in a three-ring or three-brad type binder.  Unit is also uploaded via Blackboard Discussion Forum and Submitted via Turn It In Folder.

(CF Connected-Integration)Lesson plan goals/objectives are appropriate and carefully written. They are clearly tied to curriculum standards. Assessment ideas match objectives and reflect intended outcomes (use both formative and summative assessments)

(CF Capable-Practice)

(CF Connected-Integration)Instructional plans are challenging and engaging to all students. Technology is effectively incorporated to maximize student learning. Multiple methods and/or

resources are used to value and meet the needs of diverse students (student backgrounds, special needs, exceptional students, gender, etc.). Adaptations are made to identify ways to support struggling students and challenge students who are advanced.

(CF Capable-Practice)Lesson plans are extremely thorough and complete. All resources mentioned are included, cited if necessary, and professional in appearance. Lesson plans carefully follow the 5-E Learning Model correctly.Lesson plans shows connections among subject areas, uses examples and topics that are relevant to students.

(CF Connected-Integration)Lesson plans and resources are of high quality, professionally written, and exude quality research and professional decision-making.Reflection discusses how

planning and teaching experiences impact future development of lesson planning, lesson facilitation, and practice in general.

(CF Capable-Practice)  

Connected – Communication EDEL 488

Genre Unit

Students will develop an original "fractured" version of a classic folk, fairy or tall tale in order to foster understanding and use of ELA content and methods via interpretative, informed and creative responses related to the literature which they have developed. As well, the "fractured" versions must include relevant issues that create meaning from a text for them as 21st century learners and ways to expand meaning-making for those they  will come to teach. Students will develop these multigenre responses to the literature using ELA components (reading, writing, speaking, listening, visual representing, viewing) and via technology. The CF elements relate to writing, speaking, technology attend to specific portions of the activity (see rubric).

Beginning fall 2011, EDEL488 students will also develop and document  family literacy bag (FLB) activities to accompany the Genre Unit. The FLB will address parent/guardian communication, student interaction and  peer evaluation will be included as the overarching assessment emphasizes what is valued as a part of this project: students (EDEL and field)  as change-agents; meaning-makers; and 21st century learners; while scaffolding CF Caring Action elements: diverse needs and learning styles, technology, and elements of respect and fairness.

Rubric Attached

Genre Unit

CINDERELLA

Mini-lesson

Statement

(key concept)

Key concept is stated and explained.

Using the genre, folktale, to explain the stories past and present.

What standard(

s) does this mini-

lesson address?

IRA/NCTE standard.

Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions

(e.g., philosophical, ethical, aesthetic) of human experience.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,

persuasion, and the exchange of information).

Material and

literature needed:

Book(s) and all appropriate resources are detailed and specific.

PowerPoint

Yeh-Shen by Ai-Ling Louie

Poem, “Bound Feet” by Janet S. Wong

Pictures of bound feet

Music/lyrics: Cinderella by Rhianna & Chris Brown

Cinderella VHS or DVD

How to teach it:

An explanation of the intended lesson.

Using a poem introduce the folktale genre via a Chinese version of the original Cinderella.

       Share pictures of bound feet and discuss the significance—consider pop culture: Memoirs of a Geisha, 2005 (Japan).

          Illicit responses to ways cultures might vary regarding traditions.

         Make a class list of the different types of cultures using a Cinderella story.

          With a partner, complete the Venn Diagram.

          Develop  a speaking, writing, and viewing/technology to use with

          your book.  Keep in mind your Block lesson plan outline.

Early finishers: Create a poem about an aspect of Cinderella that has significance to you: slippers, attire, the ball, setting, etc.

How to share:

 Identify “how to share” and explain selection. 1-2 sentences.

   Students will support each others learning through a Pair-Share activity.

Connected - Integration EDEL 487/451

Prior to Fall 2011 Term – EDEL 487 Unit Project

EDEL 487 Unit Project Assignment Description

Social Studies Integrated Unit Project This ongoing project makes up the major portion of your grade. We will work on it gradually throughout the semester. You will receive constant feedback and support from me, allowing you the opportunity to revise the final product to mastery. You may complete this project individually, or may work in a

group of 2 or 3. We will discuss the project as a whole during our second class period. I will discuss and show examples of each sub-assignment (listed on the next page) in class several weeks before they are due.

Unit Basics Please submit the following information (via Blackboard) and hard copy: 1) your unit topic, 2) the grade level that your unit is intended for, and 3) the members of your group (if applicable). This is worth 5 points of your total grade and will serve as the title page for your final unit project.

Unit Introduction You and the members of your group will submit (via Blackboard and hard copy) an introduction (approximately one page) about your unit. It should include a rationale for teaching the subject, your unit objectives (stressing major content ideas that you feel are intrinsic to teaching the unit) and method(s) of assessment. It should be written in 3rd person. The introduction should also note which of the ten NCSS content strands you will target. This item is worth 20 points of your total grade and will serve as the introductory page (following the title page) of your final unit project. Please see the rubric for this assignment at the end of this syllabus.

Technology ComponentYou and the members of your group will create a Google Earth project that you will ultimately integrate into a lesson plan(s) that will be part of your final unit. This assignment will count for two courses both EDEL 487 and ED 425. Your instructors for both the courses (myself and Ryan Visser or Chris Peters) will grade the assignment together. You will receive a number grade (out of 50 points) in EDEL 487. You will receive instruction as to how to use Google Earth and incorporate into your pedagogy by your ED 425 instructors. You will be expected to submit two products to both of your instructors. Please note that we are providing you with grading criteria (below) but not a rubric—this is so we can be more flexible and let you be more creative.

A) A Google Earth file with 5-10 placemarks. These placemarks should include: at least one image per placemark, hyperlinks that link to relevant websites, and at least one placemark with an embedded video or audio file. B) A word document that answers the following four questions (at least half a page per question): 1) What is the context within which you will use this teaching tool (e.g. when, where and how do you envision this fitting within your unit)? 2) Explain how you think that this particular project fits into technology standards, S.C. Social Studies Standards AND helps meet broader social education goals, 3) Do you feel that your candidates might benefit from this Google Earth technology in the Social Studies classroom? Why or why not? 4) Do you think that you will use Google Earth technology in your classroom? Why or why not?

Resource List You and the members of your group will submit (via Blackboard) an annotated resource list of at least 20 sources relating to your unit. These sources can include (but are not limited to): children’s literature, teacher resource material and internet websites. Each source should include a three or four sentence annotation of its content. Therefore, you must have physically reviewed each of these sources. No more than half of these sources may be websites. This item is worth 35 points of your total grade. Please see the rubric for this assignment at the end of this syllabus.

Lesson Plans You and the members of your group will submit (via Blackboard) the lesson plans which will comprise the main substance of your unit. Each group member should submit 5 lesson plans (e.g. an individual working alone will submit 5 plans; a group of 2 will have a total of 10; a group of 3 will have a total of 15) that support your unit rationale and objectives. Please note: everyone must submit 5 plans and this assignment will be graded individually even if you are in a group.

Please use the lesson plan format posted to Blackboard, which is the same plan that you will use in the rest of your block courses. Note that you are not expected to include a “Reflection” section for your assignments in this class, as you are not required to teach any of the lessons this semester. Note also that you do not need an “Assessment” section for every day. One assessment per week is sufficient.

Drafts of your lesson plans are due to me on the assigned date. These will NOT be for an evaluative grade, rather you will receive 10 completion points for turning them in (2 points for each plan). I will give you detailed comments and feedback. In some ways, this assignment is optional—however, if you do not choose to turn all five plans in, you will receive a 0/2 for each plan you do not turn in and will not get the feedback.

When you turn the final copies in to me on the assigned date, I expect them to be thoughtfully revised from your drafts. Your final lesson plan copies are worth 100 points of your total grade. Please see the rubric for this assignment at the end of this syllabus.

Final Unit Project You and the members of your group will turn in a .pdf of your final unit via Blackboard. If you have been keeping up with assignments all semester, you should have everything you need to turn in the final unit and will only need to do minor revisions at this time. This .pdf will contain these assignments in the following order:

- Title Page (taken from Unit Basics)- Introduction (taken from Unit Introduction)- Lesson Plans in order of instruction- Resource List (taken from Resource List)- Supplementary Information (any documents that are needed for your unit but do not fit in the above sections).

This item is worth 50 points of your total grade. Note that your technology component should be worked into one of your lesson plans. I will electronically distribute the final units so that they can be shared and used by members in this course.

Fall 2011 Term On – EDEL 451 Lesson Plan

Lesson Plan EDEL 451: Science Methods

 

Below is a brief description of the activity, Standards-based Science Unit that is scored to provide the CF Scores for Level 3 Connected-Integration and Capable-Practice. Only two parts of the assignment (Part 2: Lesson Plans and Resources and Part 4: Reflection on teaching) are used to provide the CF Scores. The rubric for these two components notes what items relate to the CF Scores for Level 3 Connected-Integration and Capable-Practice.

The Standards-based Science Unit consists of four components:

Part 1: Science Content research

·         Students research the science content for the National Science Education Standard and SC Academic Science Standard for the grade level and topic that they selected.

Part 2: Lesson Plans and Resources (used to collect CF Scores for Connected-Integration and Capable-Practice)

·         Students develop a 4-lesson plan unit for a specific science topic and grade level of their choice. The unit must contain all resources mentioned in the lesson plans, adhere to the 5-E format, demonstrate an understanding of inquiry teaching, technology integration, and connection to other subject areas.

Part 3: Teaching of a lesson

·         Students must teach a mini-lesson from their unit to their peers.

Part 4: Reflection on teaching (used to collect CF Scores for Connected-Integration and Capable-Practice)

·         Students reflect on the mini-lesson the taught.

The rubric for these two components notes what items relate to the CF Scores for Level 3 Connected-Integration and Capable-Practice.

Part 2: Lesson Plans and Resources

This assignment will require you to develop detailed science lesson plans for a specific science strand of your choice. You and your partner will each develop 2 lesson plans and their resources for the unit, which is consist of 4 lesson plans and resources.  The four lesson plans must be connected through a grade level and science content appropriate theme.

Unit Design: Your unit design will consist of four lesson and their resources.  The document that you will turn in should be organized according to the sections below. Please refer to both the descriptions below and the information found on the Standards-based Science Unit checklist/rubric when developing your unit.

For this component, you will develop at least 4 lesson plans for your unit. Please carefully read through the Standards-based Science Unit unit prior to beginning this assignment.

The lesson plans must follow the 5-E learning model and incorporate inquiry. Each lesson must a) be easy to understand, b) contain appropriate objectives, detailed teacher instructions, c) list effective questions used for each 5-

E phase, d) include a reference list (APA format) of materials with non-original resources, e) identify state and national science standards that are met by each objective, f) show a connection to other subject areas, and g) list assessments that meet each objective.

You will need to include all resource material, rubrics/checklists, notes, ppts, and assessments you would use for the unit. Each partner must create at least one rubric/checklist, one handout, one ppt or SmartBoard presentation and incorporate at least one other piece of technology (tool or resource) between your two lesson plans. When using a web-based tool or resource, make sure it is free and accessible to anyone with an internet connection. You will also need to show that you understand the science behind the unit.

All four lesson plans and materials must be compiled into a unit that is well organized and bound (3-ring or 3-brad type folder). The complete unit must also be turned in via Blackboard Discussion Forum (for your peers to view and download) and the Turn It In folder.

 

 

Part 4: Reflection on teaching:

After you teach your mini science lesson to your peers, you will need to reflect on your facilitation of an inquiry science lesson. This is an individual component. Each group member must complete this section on his or her own. To develop a written reflection for this assignment, you will need to type the questions below and respond to each question. Make sure you thoroughly and clearly discuss your responses.

1. How do you feel about teaching the science content in your lesson?

2. Think about your lesson implementation. Identify one issue, incidence, or situation (positive or negative) that arose during your lesson. Describe that issue in detail.

3. Why do you think the issue, incidence, or situation (positive or negative) that you discussed in Question #2 occurred?

4. What is the impact of this issue, incidence, or situation (positive or negative)? (Basically, how could the continued occurrence of this type of issue, incidence, or situation influence your future teaching and how will this influence your students’ future learning experience in your class?)

5. What actions or steps could you take to either a) solve your negative issue, incidence, or situation or b) encourage your positive issue, incidence, or situation to happen again?

  

EDEL 451: Standards-based Science Unit Part 2 and 4 Rubric

 

Name:                                                                                     Section:                                                          

 

Unit Components

1

Not existing or unsatisfactory

2

Developing

3

Proficient

4

Satisfactory or

Distinguished

Lesson plans are organized and connected by a grade level appropriate unit theme.

Writing and plans are professional, articulate, and well conceived. All required unit components (title page, 4 lesson plans, student handout, PowerPoint or Smartboard presentation, etc) are included and organized in a three-ring or three-brad type binder.  Unit is also uploaded via Blackboard Discussion Forum and Submitted via Turn It In Folder.

(CF Connected-Integration)Lesson plan goals/objectives are appropriate and carefully written. They are clearly tied to curriculum standards. Assessment ideas match objectives and reflect intended outcomes (use both formative and summative assessments)

(CF Capable-Practice)

(CF Connected-Integration)Instructional plans are challenging and engaging to all students. Technology is effectively incorporated to maximize student learning. Multiple methods and/or

resources are used to value and meet the needs of diverse students (student backgrounds, special needs, exceptional students, gender, etc.). Adaptations are made to identify ways to support struggling students and challenge students who are advanced.

(CF Capable-Practice)Lesson plans are extremely thorough and complete. All resources mentioned are included, cited if necessary, and professional in appearance. Lesson plans carefully follow the 5-E Learning Model correctly.Lesson plans shows connections among subject areas, uses examples and topics that are relevant to students.

(CF Connected-Integration)Lesson plans and resources are of high quality, professionally written, and exude quality research and professional decision-making.Reflection discusses how

planning and teaching experiences impact future development of lesson planning, lesson facilitation, and practice in general.

(CF Capable-Practice)  

Secondary Programs – READ 498 Instructional Project

READ 498 - Prior to Spring 2011, Instructional project, assessment project ,reflection.  As of Spring 2011 the assessment is the instructional project only 

INSTRUCTIONAL PROJECT [instr]  [20 points]

Provide evidence that you can prepare students to read/learn, guide student learning, and/or promote reflection on learning [see objectives below].  You may submit artifacts as evidence of your abilities from other courses and other projects completed in this or other classes. Ideally, teaching a class and writing a reflective paper on the experience may accomplish the goals of this project. Alternatively, you may prepare instructional materials or activities in support of a project to be completed during student teaching.  Principles of good instruction should be evident in the project [content made relevant to students, students actively construct and organize their own knowledge, content determines process].  Submit your artifacts and/or the instructional materials with answer keys if appropriate, together with a paper in which you discuss how each artifact relates to the objective(s). Be sure to include connections to theory and practice.  Original materials are preferred, but if you adapt materials from your mentor teacher, found in books or on the Internet, cite your sources appropriately and address adaptations you made to the original idea/materials. The following objectives are assessed through this project.  You must provide evidence related to at least THREE:

·         Show that you can use specific instructional strategies to prepare students to learn. 

·         Show that you can guide reading to learn in your content area. 

·         Show that you can facilitate reflection on learning in your content area.  .

·         Show that you can teach and/or reinforce conceptual growth through vocabulary instruction/reinforcement on the interpretive level.

 

Special Education – EDSP 372 Explicit Lesson Plan

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration

Explicit Instruction Lesson PlanEDSP 372: Characteristics and Strategies for Individuals with Learning Disabilities

This assignment is designed to address multiple components of CEC professional standards related to individual learning differences, instructional strategies, and instructional planning. Specifically, candidates should develop lessons that take into account learner characteristics and current levels of performance. Lessons should address varying levels of abilities and should include the individualization of instruction by selecting, adapting, and implementing instructional strategies that promote learning. Lessons should enable students with disabilities to be engaged actively, think critically, and maintain and generalize skills. Lessons should provide meaningful activities that enable students to reach high expectations. Lesson objectives should be related to long-term goals. Candidates must provide explicit modeling and guided practice opportunities for students and should use assessment information to make accommodations/modifications within and across lessons, especially to meet the individual needs of diverse learners.

CEC Content Standards addressed:Standard 3: Individual Learning DifferencesStandard 4: Instructional StrategiesStandard 7: Instructional Planning

Scoring Rubric (quality description for each component)For aspects with a 5-point value:

5 = Well-developed and addresses fully every specified aspect or lesson component with detail4 = Well-developed and addresses most/add required lesson components adequately

3 = Component is addressed partially; several aspects may be somewhat unclear or are not at appropriate level and/or frequency2 = Component is addressed partially with multiple aspects not at appropriate level1 = Component is addressed only minimally or is unclear0 = Component is not addressed

For aspects with a 3-point value:3 = Component is well developed with all aspects addressed fully and at appropriate level and frequency2 = Component is addressed partially; several aspects may somewhat unclear or are not at appropriate level and/or frequency1 = Component is addressed only minimally or is unclear0 = Component is not addressed

Objective(s) and Rationale (CEC Standard 3) 0 1 2 3 4 5

Objective(s) includes learner, conditions, behavior, and criterion for mastery Student behavior is observable and measurable Rationale includes student’s current performance with respect to objective(s)—also include how student language or cultural differences may affect performance (or instruction) Rationale includes importance of skill(s)—relates to IEP goals, standards, functional activities, or is prerequisite to other, important skills

Lesson Focus (CEC Standards 4 & 7) 0 1 2 3

Review of relevant rules regarding behavior or lesson management Focus includes attention getter Focus includes statement of lesson objective(s) and importance/relevance of skill Description of skill and examples of how and when it will be used in real-world applications and problem solving Primed background knowledge—review of any relevant skills that are necessary for current lesson objective (i.e., prerequisite skills or closely related to lesson objectives)

Lesson Presentation (Modeling) (CEC Standards 4 & 7) 0 1 2 3

Checking for understanding—ask student questions, but expect only response for information teacher just stated or response about related content already known Provide verbal explanation of skill Connect to real world application and problem solving Use concrete, hands-on instruction and content presentation Model/demonstrate how to perform skill, do task, or explain content—actively show students the task or “think aloud” to make thinking and decision making conspicuous

Guided Practice (CEC Standards 4 & 7) 0 1 2 3

Checking for understanding—ask students questions in which he/she must perform new skill(s), describe procedures, or explain importance/relevance Multiple opportunities for students to practice skills/information Provision for both group and individual responses (unless lesson is for just one student) Corrective feedback—provide wording for correcting student error(s) Specific praise—include what about student response is accurate/positive, not just a general praise statement of “good” or “that’s right”

Independent Practice, Assessment of Objective(s), and Closure 0 1 2 3

(CEC Standards 4 & 7) Clear directions and preparation for independent activity Independent practice activity matches skill(s)/content taught in lesson (does not require student to perform any tasks that have not been practiced yet under teacher’s corrective

feedback) Student assessment matches lesson objective(s)—may be developed/evaluated separately from independent practice Teacher records information regarding student performance of lesson objective(s) Closure includes brief review of lesson objective(s) that involves student in restating or explaining objective(s) or in carrying out example of the skill learned

Lesson Accommodations/Modifications (CEC Standard 3) 0 1 2 3

Describe how your lesson addresses the needs of diverse learners. Provide description of how you would modify all or parts of this lesson to accommodate the needs of at least two students who may need additional instructional supports to master the lesson objective(s). Students whose needs you might consider as needing possible accommodations or modifications include English Language Learners, higher performing students, lower performing students, students with communication/assistive technology needs, and students with significant behavioral needs. Accommodations/modifications may address such features as lesson content, lesson examples, demonstration and/or response modes, assessment practices, or the use of assistive and/or instructional technology.

Self-Evaluation 0 1 2 3 4 5(CEC Standards 4 & 7)

Following implementation of lesson, reflect on all lesson components; describe student performance and explain whether student(s) met lesson objective(s); be sure to specify both instructional strengths and problem areas of the lesson with explanation for each; also must include description of what could be done differently the next time you provide this type of instruction and explain why: Objective(s) and Rationale Lesson presentation (Modeling) Guided practice Independent Practice, Assessment of Objective(s), and Closure Lesson strengths and weaknesses, including both lesson design and implementation Improvements that could be made when designing and/or delivering lesson next time

Total Points (out of 25): ____

Conceptual Frameworks Evaluation for Overall Assignment:

Caring-Beliefs: Rationale for the lesson plan demonstrates candidates’ commitment to ethical and democratic dispositions including respecting the rights and responsibilities of all students and value for individual differences. Candidates’ lesson plans must include a description of the students’ present level of performance/needs and their cultural background. Caring-Actions: The Objective for the lesson must be based on assessment of students’ performance to demonstrate need for the instruction. Lesson Focus includes considerations for diverse learners and links to real life experiences.Capable-Knowledge: Candidates demonstrate knowledge in special education and educational foundations through the Lesson Presentation (modeling and input of new information). Candidates must include multiple models of the strategy/skill being taught and presentation must be appropriate for the learners developmental and performance levels.Capable-Practice: Candidates demonstrate ability to assess and enhance student learning through the Guided Practice, Independent Practice portions of the lesson. In the guided practice portion of the lesson, candidates provide scaffolding to students based on student performance until they are ready to move to independent practice. Candidates use student performance during independent practice to determine whether students have mastered the strategy/skill being taught and whether to continue instruction or to move to a subsequent skill.Connected-Communication: Candidates must communicate clearly and effectively to students when presenting the overall lesson both through speaking and writing across the objective, rationale, lesson focus/closure, lesson presentation, guided practice, and independent practice. Connected- Integration: Candidates evaluate the effectiveness of their video-taped lesson based on students’ performance on the objective, and on their own design and delivery of the lesson. Candidates evaluate the appropriateness and relevancy of the lesson for diverse learners.

1=unsatisfactory; 2=developing; 3=proficient; 4=distinguished

1 2 3 4 CommentsCaring Beliefs:Objective & RationaleCaring Actions:Lesson FocusCapable Knowledge:Lesson DemonstrationCapable Practice:Lesson Demonstration & Guided PracticeConnected Communication:Lesson Demonstration, Guided Practice,and Independent Practice including AssessmentConnected Integration:Self-evaluation and Accommodations/ModificationsEEDAContextual Teaching:Lesson Focus & Lesson Presentation

NA NA 2=target1-acceptable0=unacceptable

EEDAStrategies to Accommodate Diverse Learners: Accommodations/Modifications

NA NA 2=target1-acceptable0=unacceptable

Comments:

Agricultural Education – AgEd 401

Caring: Beliefs

Philosophy of Education

Writing a Teaching PhilosophyStatementPrepared by Lee Haugen Center for Teaching Excellence, Iowa StateUniversity March, 1998Your philosophy of teaching statement should reflect your personal values andthe needs of your students and your department. At the least, you will want toaddress four primary questions, usually in this order.1. To What End?It is important to start by describing where you want to end. In other words, whatare your objectives as a teacher? The rest of your philosophy statement shouldsupport these objectives which should be achievable and relevant to yourteaching responsibilities; avoid vague or overly grandiose statements. On theother hand, you will want to demonstrate that you strive for more than mediocrityor only nuts-and-bolts transference of facts.You would certainly want your students to learn the fundamental content of the

courses you teach. But beyond that, do you hope to foster critical thinking,facilitate the acquisition of life-long learning skills, prepare students to functioneffectively in an information economy, or develop problem-solving strategies?What is your role in orienting students to a discipline, to what it means to be aneducated person in your field? How do you delineate your areas of responsibilityas compared to your students' responsibilities? In what specific ways do youwant to improve the education of students in your field? Are there discussions inacademic journals or in professional organizations about shortcomings in theeducation of stUdents today or unmet needs in the discipline and do you haveideas about how to address those shortcomings and needs? If you are going touse teaching in P & T bids, you will probably need to connect to national issuesor objectives.These are questions that will require some thought and you will probably benefitfrom discussing them with other faculty in your department. Some people can sitdown and bang out a paragraph or two in a short time but most of us becomemore thoughtful about the "big" questions when we bounce them off of ourcolleagues, consider their responses, re-evaluate our positions, revise, talk somemore, etc. Your statement of objectives as a teacher is the most important part ofyour teaching philosophy and you should take some time with it. And if you take itseriously, you will probably come back to this statement to revise or add to it.Think of it as a work in progress.

2. By What Means?When you have a clear idea about your teaching objectives, you can discussmethods that you use to achieve or work toward those objectives. Here is whereyou can display your knowledge of learning theory, cognitive development,curriculum design, etc. You will want to explain specific strategies, techniques,exercises, and include both what you have used in the past and are planning forfuture courses. You will want to tie these directly to your teaching objectives anddiscuss how each approach is designed for that purpose.Discuss how you make decisions about content, resources, and methods. If youinclude a field trip, what are your learning objectives? If you assemble acollection of readings, how did you decide what to include? How do you decidewhether to use collaborative or individual projects? Do you use active learning orstudent-centered learning principles and why? Relate these decisions and

methods to the kinds of classes you teach (large lecture, small discussion, lab,etc.) and make connections to your course objectives.Again, relate your methods to national-level needs for teaching in your disciplinewhenever possible. If you have developed instructional materials that have beenor could be disseminated, be sure to discuss them. If you have designed or areplanning innovative activities, describe how they address specific teachingobjectives. Have you presented a paper or a workshop at a professionalconference related to your teaching methods?3. To What Degree?You will need to discuss how you intend to measure your effectiveness vis a visthe objectives and methods you have outlined. Because your objectives are mostlikely related to student learning, then you will probably use measures of studentoutcomes to reflect your efforts rather than how many chapters you can coverfrom the textbook. Student evaluations are always a touchy subject amongteachers but in large part that is because teachers have not devised their ownassessment methods. Most of us are obligated to use standardized evaluationforms. But that does not prevent us from developing other means that are moredirectly related to our specific goals and objectives. Teachers who develop theirown evaluations usually get more relevant feedback. But in addition, they usuallyget more positive feedback as well because they are asking the students toreflect on the most important aspects of the course.If one of your objectives is to develop problem-solving skills, then you willprobably want to test your students' ability to solve problems. In that case,discuss how you construct problems for them to solve, what skills those problemsare meant to evaluate, and the level of performance that you are seeking. AsRonald Myers, Associate Professor in Veterinary Pathology pointed out in histeaching portfolio: I have come to realize that ultimately students learn what weexamine, for. If we test for learning of facts, students will learn facts. If we test forproblem solving, they will learn to be better problem solvers .... My long-term goalis to learn more about and then to implement improved mechanisms forassessment of students, likely in the realm of ability-based or performance-basedassessment. There are many resources for improving as::;E;ssment and StLlc!elltEl,!aJuCltiQIlS in the [CE~ TJlibrary.4. Why?

Here is where you can be, if not grandiose, at least a bit grand. What, to you, arethe great and wonderful rewards of teaching? Why is teaching important? Howdo you want to make the world or at least higher education better? When you areoverworked and feel undervalued, to what ideals do you return in order torejuvenate yourself and inspire your students? How do you want to make a

difference in the lives of your students?

AG ED 401/601Lesson 1 – Handout 1-1

AG ED 401/601 Scoring Rubric for Philosophy Statement*Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.

Unsatisfactory (1)

11.9 >

Developing (2)12 - 15.9

Proficient (3)16 – 19.9

Distinguished(20)

Grammar 3 – 4 grammar mistakes

1 – 2 grammar mistakes

Logical Order Thoughts are well constructed but sequenced in random fashion. Paragraph construction is marginal.

Thoughts are well developed and sequenced in a well planned order. Paragraphs are well constructed with a logical flow from one paragraph to the next with a transition statement.

Expression of thought*caring beliefs

Student recognizes the differences and diversity within the classroom and communicates a concern for rights and safety for all.

Student indicates the need for a plan to deal with diversity and the rights and safety within his/her classroom.

Content Philosophy Statement is unrealistic and lacks relevancy to Agricultural

Philosophy Statement is relevant and indicates basic understanding of

Education Field Agricultural Education

Overall communication effectiveness

Written language is used correctly. Sentence structure is marginal; vocabulary is limited but used correctly.

Written language is correct and clear. Sentences well constructed with appropriate college level vocabulary.

TOTAL*CF score for level 3 will be determined in the expression of thought.

Caring: Actions, Capable: Knowledge & Practice, Connected: Communication & Integration

Ag Ed 401 Video Taped Lesson

Being Clear (An effective teacher...) Examples of Teaching Strategies

1. Informs learners of the lesson objective (e.g., describes what behaviors will be tested or required on future assignments as a result of the lesson).

2.Provides learners with an advance organizer (e.g., places lesson in perspective of past and/or future lessons),

3.Checks for task-relevant prior to learning at beginning of the lesson (e.g., determines level of understanding of prerequisite facts or concepts and re-teaches, if necessary).

4.Gives directives slowly and distinctly (e.g., repeats directives when needed or divides them into smaller pieces).

Overall Score

5.Knows ability levels and teaches at or slightly above learners' current level of functioning (e.g., knows learners' attention spans).

6.Uses examples, illustrations, and demonstrations to explain and clarify (e.g., uses visuals to help interpret and reinforce main points).

7. Provides review or summary at end of each lesson.

Prepare a behavioral objective for the lesson at the desired level of complexity (e.g., knowledge, comprehension, etc.). Indicates to the learners at the start of the lesson in what ways the behavior will be used in the future.Consult or prepare a unit plan to determine what task-relevant prior learning is required for this lesson and what task-relevant prior learning this lesson represents for future lessons. Begin the lesson by informing the learner that the content to be taught is part of this larger context.

Ask questions of students at the beginning of a lesson or check assignments regularly to determine if task-relevant prior knowledge has been acquired.

Organize procedures for lengthy assignments in step-by-step order and give as handout as well as orally.

Determine ability level from standardized tests, previous assignments, and interests and retarget instruction accordingly.

Restate main points in at least one modality other than the one in which they were initially taught (e.g., visual vs. auditory).

Use key abstractions, repetition, or symbols to help students efficiently store and later recall content.

Using Variety (An effective teacher...) Examples of Teaching Strategies

1. Uses attention-gaining devices

(e.g., begins with a challenging question, visual, or example).

2. Shows enthusiasm and animation through variation in eye contact, voice, and gestures (e.g., changes pitch and volume, moves about during transitions to new activity).

3. Varies mode of presentation, (e.g., lectures, asks questions, and then provides for independent practice [daily]).

4. Uses a mix of rewards andreinforces (e.g., extra credit, verbal praise, independent study, etc. [weekly, monthly]).

5. Incorporates student ideas orparticipation in some aspects of the instruction (e.g., uses indirect instruction or divergent questioning [weekly, monthly]).

6. Varies types of questions (e.g., divergent, convergent, [weekly] and probes (e.g., to clarify, to solicit, to redirect [daily]).

Begin lesson with an activity in a modality that is different from last lesson or activity (e.g., change from listening to seeing).

Change position at regular intervals (e.g., every 10 minutes). Change speed or volume to indicate that a change in content or activity has occurred.

Pre-establish an order of daily activities that rotates cycles of seeing, listening, and doing.

Establish lists of rewards and expressions of verbal praise and choose among them randomly. Provide reasons for praise along with the expression of praise.

Occasionally plan instruction in which

student opinions are used to begin the

lesson (e.g., "What would you do if...").

Match questions to the behavior and complexity of the lesson objective. Vary complexity of lesson objectives in accord with the unit plan.

Lesson 1 - Handout 1-3

Being Task Oriented (An effective teacher...) Examples of Teaching Strategies1. Develops unit and lesson plans

that reflect the most relevant features of the curriculum guide or adopted text (e.g., each unit and lesson objective can be referenced back to curriculum guide or text).

2. Handles administrative and clerical interruptions efficiently (e.g., visitors, announcements, collection of money, dispensing of materials and supplies) by anticipating and preorganizing some tasks and deferring others to non-instructional time.

3. Stops or prevents misbehaviorwith a minimum of class disruption (e.g., has preestablished academic and work rules to "protect" intrusions into instructional time).

4. Selects the most appropriateinstructional model for the objectives being taught (e.g., primarily uses direct instruction for knowledge and comprehension objectives and indirect instruction for inquiry and problem-solving objectives).

5. Builds to unit outcomes withclearly definable events (e.g., weekly and monthly review, feedback, and testing

sessions).

Key each lesson to a unit plan, the curriculum guide, and the text to test its relevance. Confer with other teachers concerning the most relevant portions of the text and curriculum guide.

Establish a 5- to 10-minute restriction on how much time per every hour of instruction you will devote to noninstructional tasks. Defer all other tasks to before or after the lesson.

Establish rules for the most common misbehaviors and post them conspicuously. Identify only the offender and offense during instructional time, deferring consequence to later.

Using your unit plan, curriculum guide, or adopted text, divide the content to be taught into (1) facts, rules, and action sequences, and (2) concepts, patterns, and abstractions. Generally, plan to use direct instruction for the former content and indirect instruction for the latter.

Establish a schedule in which major classroom activities begin and end with clearly visible events (e.g., minor and major tests, and review and feedback sessions).

Engaging Students Effectively in

The Learning Process (An effective teacher...)Examples of Teaching Strategies1. Elicits the desired

behavior immediately after the instructional stimuli (e.g., provides exercise or workbook problems with which the desired behavior can be practiced).

2. Provides opportunities for feedback in a nonevaluative atmosphere (e.g., asks students to respond as a group or covertly the first time through).

3. Uses individual and groupactivities (e.g., performance contracts, programmed texts, games and simulations, and learning centers as motivational aids) when needed.

4. Uses meaningful verbal praise toget and keep students actively participating in the learning process.

5. Monitors seatwork andfrequently checks progress during independent practice.

Schedule practice exercises or questions to immediately follow each set of instructional stimuli.

Require covert responding or nonevaluative (e.g., group) feedback at the start of a guided practice session.

Have individualized instructional materials available (e.g., remedial exercises or texts) for those who may need them.

Maintain a warm and nurturing atmosphere by providing verbal praise and encouragement that is meaningful (e.g., explain why the answer was correct). Praise partially correctanswers, with qualification.Limit contact with individual students during seatwork to about 30 seconds each, providing instructionally

relevant answers. Circulate among entire class.

Lesson 1 — Handout 1-83

Moderate-to-High Rates

Of Success (An effective teacher...)Examples of Teaching Strategies

1. Establishes unit and lesson content that reflects prior learning (e.g., planning lesson sequences that consider task-relevant prior information).

2. Administers correctives immediately after initial response (e.g., shows model of correct answer and how to attain it after first crude response is given).

3. Divides instructional stimuli intosmall chunks (e.g., establishes bite-size lessons that can be easily digested by learners at their current level of functioning).

4. Plans transitions to new materialin easy to grasp steps (e.g., changes instructional stimuli according to a preestablished thematic pattern so that each new lesson is seen as an extension of previous lessons).

5. Varies the pace at which stimuliare presented and continually builds toward a climax or key event.

Create a top-down unit plan in which all the lesson outcomes at the bottom of the hierarchy needed to achieve unit outcomes at the top of the hierarchy are identified. Arrange lessons in an order most logical to achieving unit outcomes.

Provide for guided practice prior to independent practice, and provide means of self-checking (e.g., handout with correct answers) at intervals of practice.

Plan interdisciplinary thematic units to emphasize relationships andconnections that are easily remembered.

Extend unit-plan hierarchy downward to more specific lessons that are tied together above with a single unit theme and outcome.

Use review, feedback, and testing sessions to form intervals of increasing and decreasing intensity andexpectations.

AG ED 401/601 Scoring Rubric for Video Taped Lesson*Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.

Unsatisfactory1 - 8

Developing9 - 11

Proficient12 - 14

Distinguished15

Grammar 3 – 4 grammar mistakes 1 – 2 grammar mistakes

Lesson SequenceLogical Order

Thoughts are well constructed but sequenced in random fashion. Lesson sequence is marginal.

Thoughts are well developed and sequenced in a well planned order. Unit has transition between subject matter.

Lesson Taught

*caring action Student occasionally recognizes differences in secondary students such as diverse populations, favoritism, culture differences, and needs of students. Student gives consideration to a safe environment for secondary students.

Student recognizes differences in students such as diverse population, cultural differences, and needs of students. Student provides a fair and safe environment for secondary students.

CF Score:

-----------------------*capable knowledge

*capable practice

-------------------------*connected integration

-------------------------* connectedcommunication

----------------------------------

----------------------------------

-----------------------------------

-----------------------------------------------Student demonstrates general accurate knowledge of individual differences. Lesson indicates limited knowledge of subject matter and lesson plan is vague. Lesson does not make real world connections to subject matter and has unrealistic expectations.

Student demonstrates that lesson’s objectives are vaguely connected to standards, instructional plans engage some students. Educational technology is not used to maximize student learning.

----------------------------------------------Unit plan is poorly designed in the area of cross walking subjects, assessments, standards and do not make real world connections

------------------------------------------------Written language is used correctly. Sentence structure is marginal;

----------------------------------------Student demonstrates knowledge of individual differences. Lesson demonstrates knowledge of subject matter and teaching strategies. Lesson does make real world to subject matter and has realistic expectations.

Student demonstrates that lesson objectives are clearly aligned with state standards. Instructional plans allow for total student engagement and assessment is used to maximize student learning.-----------------------------------------Unit plans are well designed in the area of cross walking subjects, assessments, standards, and address real world connections.-----------------------------------------Written language is correct and clear. Sentences well

vocabulary is limited but used correctly.

constructed with appropriate college level vocabulary.

TOTAL

*CF score for level 3 will be determined in the expression of thought. A score of 1 for unsatisfactory, 2 for developing, 3 for proficient & 4 for distinguished will be used for each of the areas for carrying action, capable knowledge, capable practice, and connected integration. A+ = 105A = 104 – 90B = 89 = 80C = 79 – 70D = 69 – 60F = 59 <

CF Level 4

Level 4 Note that a score below ‘Developing’ is ‘Unsatisfactory’, beyond ‘Proficient’ is ‘Distinguished’. These scores would need notes of justification.CF Element Criteria Developing ProficientCaring - Beliefs

Ethical &respectsrights of all

Candidate admits own substandard work or inappropriate behavior, but does not recognize the ramifications of his/her actions or makes an excuse. Candidate communicates a concern for the rights andsafety of all.

Candidate takes responsibility for own actions and work, and applieslegal and ethical standards to decision making. Communicates aplan that insures the rights and safety of all.

Diversity &individualdifferences

Candidate's plans and behavior are in line with a caring disposition, but do not communicate a basis for this behavior. Some aspects of individual differences are sometimes ignored in plans or procedures.

Candidate communicates an awareness of and value for individualdifferences and the effects of this diversity on learning.

CF Element Developing Proficient

Caring - Actions

Fairness Some students are not consistently engaged in activities.Instructional groups are sometimes inappropriate or unsuccessful.

Candidate treats others (colleagues and students) fairly. Successfully engages students in activities.

Respect Candidate-student interactions occasionally reflect inconsistencies, favoritism, or disregard for students’ cultures. Most students exhibit respect for other students and the candidate.

Candidate-student and student-student interactions are friendly and demonstrate mutual warmth, caring, and respect, with sensitivity to culture and developmental levels. Standards of conduct are clear.Learning goals establish high expectations.

Environment& classroommanagement

Responses to student misbehavior are occasionally absent, ineffective or inappropriate.

Daily routines and classroom environment promote physical and emotional safety. Candidate is alert to student behavior,while monitoring is subtle and preventative. Candidate responds to misbehavior appropriately and successfully, with sensitivity to students' dignity.

Diversity Lesson plans and/or classroom interactions do not consistentlyconsider developmental needs and diversity of students.

Lesson plans reflect sensitivity to developmental needs and diversity of students. During implementation the candidate is reactive to individual differences. Interactions are sensitive to cultural norms.

Motivation Motivational techniques occasionally ineffective. Candidate motivates students and conveys genuine enthusiasm for the content and for learning.

CF Element Developing ProficientCapable-Knowledge

Develop-mental Needs

Candidate displays generally accurate knowledge of developmentalcharacteristics and individual differences. Some prominentcharacteristics or differences are not considered as evidenced by thecontent and procedures displayed in lesson planning, delivery, or evaluation results.

Candidate displays knowledge of developmental characteristics andindividual differences and recognizes the extent to which students follow the patterns.

Specialty areaknowledge

Candidate displays basic pedagogical and content knowledge but does not consistently 1) articulate connections with other parts of discipline or other disciplines; or 2) demonstrate awareness of prerequisite learning; or 3) anticipate student misconceptions.Awareness of resources for teaching or learning is not clearly demonstrated.

Demonstrates solid knowledge of subject matter and pedagogy inlesson planning, preparation, and implementation and assessment.Lesson plans demonstrate knowledge of resources. Appropriateconnections are made, and plans and practices reflect understanding of prerequisite relationships of topics and concepts.

Instructionalstrategies

Inconsistently incorporates appropriate instructional strategies to meet the lesson objectives and student needs.

Effectively incorporates appropriate instructional strategies to meet the lesson objectives and student needs.

InstructionalGoals

Candidate occasionally sets low or unreachable expectations for some students.

Candidate conveys high, reachable expectations for student achievement.

Foundations ofEducation

Passed PRAXIS II: PLT Passed PRAXIS II: PLT

Grounded in a liberaleducation

Candidate attains GPR necessary to register for student teaching. Candidate maintains GPR necessary to register for student teaching.

CF Element Developing Proficient

Capable- Practice

ReflectivePractitioner

Candidate reflects on teaching experiences and provides evidence that future instruction will be positively influenced by these experiences. Little or no evidence is provided as to how theexperiences have altered pre-conceptions.

Candidate reflects on teaching experiences and provides evidence that the experiences have altered pre-conceptions and will improve future practice.

Learning goalsrelated tostandards

Learning goals are indirectly related to the standards. Candidate clearly articulates how goals are tied to curriculumstandards.

Coherentprogression of material withappropriatepacing &transitions

Planning for and implementation of learning activities do not produce a unified whole. There is lost time during transitions. Some teaching is conducted skillfully, with good examples, but some teaching isdifficult to follow. Only some of the activities reflect best practice.

Planning and implementation of learning activities produce aclear, unified whole that allow for different pathways according tostudent needs, and reflect current best practices.

Studentsengaged,challenged &reflective

Some students are challenged by candidate's instruction. Candidate has some difficulty engaging and challenging students. Students often do not reflect upon important concepts.

Most students are challenged at high cognitive levels, areproductively engaged, and reflect upon important concepts.

Assessmentaligned withinstruction,servingsummative &formative needs

Assessment is aligned with instruction, but is not used for improving learning and/or teaching.

Assessment is fully aligned with instruction, gives meaningfulfeedback to students, and effectively informs instructionaldecisions.

Educational & informationtechnologyenhanceslearning

Candidate designs and implements lessons that incorporate technology, but technology is not used to maximize student learning.

Candidate designs and implements lessons thatincorporate technology in ways that maximize student learning.

CF Element Developing ProficientConnected –Communi-cation

Directions &Procedures

Candidate directions and procedures are clarified after initial student confusion or are excessively detailed.

Candidate directions and procedures are clear to studentsand contain an appropriate level of detail.

Oral & WrittenLanguage

Candidate's spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not appropriate to students' ages or backgrounds.

Candidate's spoken and written language is clear and correct.Vocabulary is appropriate to students' age and interests.

Quality ofQuestions

Candidate's questions are a combination of low and high quality. Only some invite a response.

Most of candidate's questions are of high quality. Adequate time isavailable for students to respond.

Response toStudents

Candidate attempts to accommodate students' questions or interests. The effects on the coherence of a lesson are uneven.

Candidate successfully accommodates students' questions or interests.

Communica- Candidate adheres to the school's required procedures for Candidate successfully accommodates students' questions or

tionwith Parents orGuardians

communicating to parents/guardians. Communication is based on required contacts only.

interests.

Use oftechnology forcommunica-tion

Attempts to communicate with a variety of audiences but does not consistently use appropriate media to reach all members of those audiences.

Uses appropriate technology to effectively communicate to thediverse needs of a variety of audiences.

CF Element Developing ProficientConnected –Integration

Interdiscip-linary& intradisc-iplinaryRelationships

Often lessons are ineffective or incomplete in making connectionsacross content areas.

Lesson content, including authentic assessments, encourages theintegration and application of knowledge and skills within andacross disciplines.

Connections to relevant issues

Instruction has not been consistently designed with reference to contextual factors or candidate is inconsistent at connecting lesson content to relevant issues.

Lesson content is consistently connected to relevant, real-worldissues. Relevance of content is clearly communicated.

All Undergraduate Programs – Student Teaching

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration – Student Teaching

CF Final Eval form was revised in Fall 2011 and the format will not allow copy/paste here. The form can be found in the LiveText Exhibit Room under the folder Titled CF Level 4

MAT Programs

CF Level 1MAT Middle Level – Level 1 criteria differs from Level 1 for undergraduate programs, Levels 2, 3, 4 are same as undergraduate programs

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration

Admissions Process

Level 1Note that a score below 'Developing' is 'Unsatisfactory', beyond 'Proficient' is 'Distinguished'. These scores would need notes of

justifications.CF Element Developing ProficientCaring - Beliefs Ethical &

respects rights of all

In interview, candidate may need prompting to express an understanding of ethical behavior and a concern for the rights of all.

In interview, candidate shows an understanding of ethical behavior and shows concern for the rights of all.

Diversity & individual differences In interview, candidate may need prompting to show

an understanding of diversity and individual differences.

In interview, candidate shows an understanding of diversity of students and individual differences.

CF Element Developing ProficientCaring - Actions Fairness In interview candidate may need prompting to show

an understanding of the concepts of fairness, respect for others, maintaining a positive classroom environment, diversity, and student motivation. Previous work or volunteer experience may not reasonably have led to developing positive dispositions in these areas.

In interview and through information about previous work or volunteer experiences, candidate shows an understanding of the concepts of fairness, respect for others, maintaining a positive classroom environment, diversity, and student motivation.

CF Element Developing Proficient

Capable - Knowledge

Instructional strategies

No Praxis II scores have yet been filed with program.

Praxis II content scores show an understanding of content that may reasonably connect to an understanding of instructional strategies.

Instructional goals

No Praxis II scores have yet been filed with program.

Praxis II content scores how an understanding of content that can reasonably connect to an understanding of instructional goals.

CF Element Developing ProficientCapable - Practice

Reflective practitioner Candidate may need prompting to give reasons for

wishing to become a teacher and may need help in choosing appropriate content area focus.

Interview shows candidate is reflective in his/her reasons for wishing to become a teacher. Candidate has chosen appropriate content area focus.

Students engaged, challenged, & reflective

Interview or previous work or volunteer experience gives some expectation that candidate’s students will be engaged, challenged, and reflective.

Interview or previous work or volunteer experience gives reasonable expectation that candidate’s students will be engaged, challenged, and reflective.

CF Element Developing ProficientOral & Written Language

Interview and Praxis II essay scores show reasonable oral and written language skills.

Interview and Praxis II essay scores show good oral and written language skills.

Quality of Questions Candidate asks reasonable questions at interview. Candidate asks good questions at interview.Response to students

Interview gives some expectation that candidate can develop skills to respond well to students.

Interview gives a reasonable expectation that candidate will respond well to students.

Communication with parents/guardians Interview gives some expectation that candidate can

develop skills to respond well to parents/guardians.

Interview gives a reasonable expectation that candidate will communicate well with parents/guardians.

Use of technology for communication

Interview and previous work or volunteer experience shows candidate gives a reasonable expectation he/she can develop familiarity with technology for communication.

Interview and previous work or volunteer experience shows candidate has a familiarity with technology for communication.

CF Element Developing Proficient

Connected - Integration

Connections to relevant issues

Interview and previous work or volunteer experience shows a candidate has some familiarity with current relevant issues in education.

Interview and previous work or volunteer experience shows a candidate has a good familiarity with current relevant issues in education.

MAT Secondary Secondary MAT has only 2 levels, Level 1 is equivalent to undergraduate Level 3.

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration

READ 894 Instructional Project

INSTRUCTIONAL PROJECT [instr]  [20 points]

Provide evidence that you can prepare students to read/learn, guide student learning, and/or promote reflection on learning [see objectives below].  You may submit artifacts as evidence of your abilities from other courses and other projects completed in this or other classes. Ideally, teaching a class and writing a reflective paper on the experience may accomplish the goals of this project. Alternatively, you may prepare instructional materials or activities in support of a project to be completed during student teaching.  Principles of good instruction should be evident in the project [content made relevant to students, students actively construct and organize their own knowledge, content determines process].  Submit your artifacts and/or the instructional materials with answer keys if appropriate, together with a paper in which you discuss how each artifact relates to the objective(s). Be sure to include connections to theory and practice.  Original materials are preferred, but if you adapt materials from your mentor teacher, found in books or on the Internet, cite your sources appropriately and address adaptations you made to the original idea/materials. The following objectives are assessed through this project.  You must provide evidence related to at least THREE:

·         Show that you can use specific instructional strategies to prepare students to learn. 

·         Show that you can guide reading to learn in your content area. 

·         Show that you can facilitate reflection on learning in your content area.  .

·         Show that you can teach and/or reinforce conceptual growth through vocabulary instruction/reinforcement on the interpretive level.

CF Level 2

MAT Middle Level

Caring: Beliefs

EDF 702 Philosophy of Education

Length: 3-5 word-processed pages

Percentage: 20% of final course grade

The Philosophy of Education is a personal paper, written in first person, that describes how you feel you will approach the classroom as a teacher and what you hope will happen in it when you interact with your students.

This can be approached in a number of ways.  You may begin with a discussion of a theory from among the theories we have studied in Educational Psychology.  It may be a formal theory, or it may be a discussion of the overarching idea of multiculturalism and

awareness of student differences.  It may be an extension of some of the South Carolina issues we have discussed.  It may begin with a description of the type of classroom environment you hope to create and the type of learning you hope to stimulate.

Regardless of how you approach it, this paper needs to be a statement of your psychological plan for the classroom. How will you prepare yourself mentally to teach?  What is your blueprint, your philosophy?  What is important to you as a reflective educator? 

This philosophy will provide you with an artifact for your professional portfolio.  You should be prepared to discuss your philosophy with a potential employer or a colleague.  You should be able to articulate how your philosophy will influence your classroom. 

To do well on this assignment, you may write informally in first person.  You also need to watch spelling, punctuation, and grammar (as per last time!).  You may quote sources such as the text, but that is not necessary.  Again, you do not need a cover sheet, just the “usual” information in the left-hand corner.  I am looking for about 3-5 pages. 

Caring: ActionsEarly Adolescent Growth and Development

EDF 703, sections 400, 401

Project A: Early Adolescent Interviews (Caring)For this assignment you will interview three (3) early adolescents to examine their perceptions of schooling, peer relations or a cultural issue. You will formulate a research question and design an interview protocol in preparation for the interview. The interview data will be transcribed and analyzed for patterns or themes among the participants’ responses. You will discuss how your findings relate to the developmental theory and research studied in this course.

Suggested outline for completing this assignment:1. Formulate a research question concerning early adolescents that is of interest to you. 2. State your hypotheses.3. Develop ten (10) questions that will guide the interview process and help you answer your research question.4. Select three early adolescents to interview.5. Interview your selected adolescents separately.6. Take notes during each interview.7. Transcribe your notes.8. Develop a cohesive paper that uses the data you collected to respond to your research question.

9. Submit a hard copy of your paper.10. Upload your paper to LiveText.

______________________________________________________________________________Your final paper should include the following:Part 1: (1-2 pages)

A description of the research topic, including a rationale for why it was chosen. A brief description of the selected adolescent participants.

Part 2: (2-4 pages) A record of your interview questions and each participant’s response to each question.

Example: What is your favorite color?Angie: BlueGreg: BrownSydney: Purple

Part 3: (1-2 pages) An analysis of data collected that describes the patterns that were found among interviewees answers in response to your research question. A discussion of the findings (patterns you discovered) with respect to your hypothesis. A discussion of how your findings relate to the developmental theory and research studied in this course.

Capable: Knowledge

EDF 702: Reflective Journal

The purpose of the Reflective Journal is to choose thought-provoking passages from your text and then respond to other students’ passages and statements, thus seeing how other students think and giving them feedback on their questions and issues.  This helps prepare you for commenting on student papers.

Each student will receive a folder.  You will choose a number and a symbol that can be word processed, such as 33$, and place it on the tab of your folder for identification.  I will record these identifiers in my grade book.  Your entries should be marked with the number of the entry and your number/symbol:

Entry #1

Then you will choose a passage from the chapter of the text indicated on the day-by-day schedule.  (At least twice you have the opportunity to comment on a media presentation or a curriculum choice).  You can provide the passage only or the passage and a short comment, such as, “I am not sure I agree with this.  What do you think?” or “If this is true it has major implications for teaching early adolescents.”  Get the idea? 

On days when reflections are due, you will come in and place your word processed reflection in your folder.  Then you will comment on two reflections in other folders.  You must remember to include your number/symbol after each of your comments!  To receive full credit for this assignment, I will collect folders, check to see you have 8 reflections, and then go through all folders looking for 16 of your number/symbols. 

If you are absent, you must make up your responses ASAP.  Folders may not leave the room.  I will collect them each class period. 

This is a relatively simple way to get 100% for 20% of your grade.  It takes the place of a class participation grade, which can be very subjective.  It also simulates “bell ringer” work, which we will discuss in class.

Capable: Practice

Early Adolescent Growth and DevelopmentEDF 703, sections 400, 401

Project B: Profile of a Child (Capable)For this assignment you will observe adolescents in a natural domain and record your observations. The recordings will then be developed into a 2-3 page paper that describes what was observed, the domain in which the observations were made, your personal reactions to what you saw, and how your observations connect to developmental theory we discuss in Chapters 1-4 of your text.

Guidelines:1. Make observations of one or more adolescents. Observations could take place during your normal activities or you might pick

a time and place to observe. The mall, the line at a movie theater, a library, a restaurant, your trip to the grocery store, and your home or a friend’s home, etc. are possibilities. You may conduct observations in up to three settings.

2. Mentally take note of what you observe. Please be very careful when completing this activity. You do not want anyone to get the impression that you are a pedophile or other suspicious person. Be extremely careful with your observations. I cannot stress this enough. It is imperative that you exercise very sound judgment.

a. Do NOT follow the subject (s) around.b. Do NOT make it obvious that you are watching. c. Do NOT approach subjects that you do not know – Do NOT talk with them or make any contact with them.

3. Record your observations on paper as soon as it is feasible to do, while your memory is still fresh.4. Develop a 2-3 page paper (double-spaced, 12pt, Times New Roman font) about your observations. Include:

a. A description of the participant(s). Their age(s), gender(s), appearance, etc.b. The domain in which the observations were made. Describe the context of your observations. Where were you? What

was the time of day? Etc.c. A description of what you saw. What were the subjects doing? What activities where they engaged in? Who was

interacting? How were they interacting? What was the nature of their conversations?d. Your personal reactions to what you observed.e. A thorough explanation of how your observations connect to developmental theory. Your observations should address

at least 3 different ideas that we have discussed from developmental theory. 5. Submit a hard copy of your paper.6. Upload your paper to LiveText.

Capable  Knowledge: Our candidates are knowledgeable about the foundations of education, about their specialty area(s), state and national standards, and a variety of teaching methods.  Practice: Our candidates are capable of assessing and enhancing student learning through best practices, including effective use of educational and information technology.

Connected: Communication

EDF 702: Educational Autobiography

 

Due:  Thursday, June 2

Length: 5 word-processed pages (double spaced=1,250 words)

Percentage: 20% of final course grade

  

The educational biography serves several purposes.  Firstly, it allows you to review, reflectively, your own educational background and how it got you to this point (in an MAT, seeking initial certification to teach).  Secondly, it provides an entry for your professional portfolio.  When you apply for jobs, principals are bound to ask why you want to teach.  Your autobiography explains the route you took to get to this point.  Thirdly, it provides me with a frame of reference for your past experiences and your present motivations.

 Therefore, start at the beginning and move towards the present.  Discuss your educational/schooling experiences and remember that sometimes “informal” experiences can be as, if not more, important than the time you spent in the classroom.  Your parents, a favorite teacher, a trip to a museum, a friend or colleague, a disappointment in another field may all have played an important role in placing you where you are today. 

So, in addition to a chronological description of where you went to school, try to include at least one or two important influences that have shaped your educational values, expectations, and goals.  Later this semester you will write an educational philosophy, and you may find that the two assignments are linked in several ways. 

In general, tell about the place, time, and influence each part of your autobiography played (elementary school, middle school, high school, college, favorite course or teacher, parents, etc.).  Then explain WHY and HOW it was influential.  Remember that bad experiences are often as important as good ones! 

 

To do well on this assignment, please write informally in first person, but be sure to watch spelling, punctuation, and grammar.  In other words—write well!  If you need to write more that is ok (within reason) but you need to be sure that you meet the stated minimum length.  I don’t count words, but I am looking for about 5 pages.  That gives you room to describe and analyze your experiences. 

 You do not need a separate cover sheet for this assignment.  Place the following in the upper left-hand corner:  Your name

                                        My name

                                        ED F 702

                                        June 3, 2010

 Double space, center your title, double space, then begin your text.

Connected: Integration

Early Adolescent Growth and DevelopmentEDF 703, sections 400, 401

Project C: Research Paper on an Early Adolescent TopicYou will use developmental and/or ecological theory to examine an early adolescent topic. Cite developmental theorists discussed in this course as well as other related sources from psychology and education literature. Discuss implications of the research for teachers and parents. The paper should not exceed 5-7 double-spaced pages. Format the paper using the APA style manual, 6th edition (http://www.apastyle.org).

Outline for completing this assignment:1. Identify a relevant topic that affects the lives and development of adolescents.2. Find a research study on your topic. 3. Using the information from your articles and the developmental and ecological theory we have read about and discussed in class, provide

a thorough discussion of this topic.

Your final paper should:

Describe the topic, including how it impacts the lives and development of adolescents.Summarize and discuss the research findings and information found from your sources.Provide an analysis of your topic and the research using appropriate developmental and ecological theory. You may also include relevant sources from psychology and education literature. Discuss the implications of your findings for teachers and parents.

4. Your final paper should be 5-7 pages (NOT including title and reference pages) Use APA style to format your paper. This includes:Title Page with Running HeadTimes New Roman, 12 pointDouble spacingReference page

5. Submit a hard copy of your paper.6. Upload your paper to LiveText.

MAT Secondary Level 2 is equivalent to undergraduate Level 4.

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration – Student Teaching

CF Final Eval form was revised in Fall 2011 and the format will not allow copy/paste here. The form can be found in the LiveText Exhibit Room under the folder Titled CF Level 4

CF Level 3

MAT Middle Level

Caring: Beliefs & Actions

EDSEC 811 812 813 814 Methods Mini-LessonThe Mini-Lesson observation and the Mini-Lesson lesson plan together count as 20% of your methods grade.  Attached are the sheets that will be used to evaluate your performance in these areas. The university supervisor (US) will observe you teach in the schools.  He/she will provide comments and a copy of the Feedback forms to the methods instructor.  You will need to provide the US a copy of your formal lesson plan.  You will also provide your methods instructor a copy of your lesson plan.  This is due in class on October 23.  Since you will be done in the schools by then, everyone should have had his/her observation. The methods instructor will combine the US feedback with her opinion of the lesson plan to arrive at your Mini Lesson grade.

Capable: Knowledge

EDSEC 811, 812 813 914 Methods Unit Plan

Unit Lesson Plan Assignment/Organization Sheet 

Your Unit Lesson plan needs the following things to be complete: 

1)      A cover sheet with your name, my name, course number, date, and Unit TitleSee sample. 

2)      A 1-2 page introduction of the unit that states the overall purpose and justification for teaching that particular subject matter to students at that specific grade level.  Be sure to include citations for all texts, central and supplemental.

 3)  A pacing guide for the two weeks (see sample)

 

4)       Ten separate lesson plans (2 full weeks); one for each day of the unit. 

The lesson plans should include a 6-point table complete with SC standards, references, and a narrative.  They should include all tests, quizzes or other assessments, handouts, and direction for homework that you would provide your students in class. In the narrative, be sure to point out how you link your classroom work with your objectives (state standards).  How are you helping your students understand what they have read?  How do your activities relate to the content knowledge you want students to learn?  What types of accommodations will you use for students with special needs, students for whom English is not their primary language, and students who have been identified as gifted?  How are you using technology in the classroom?  Remember that technology must be content specific. You may use phrases such as “I am doing this because” and “This shows” or “This activity reinforces or links.”  You actually comment on your plans (annotate) as you write them.  Use first person.  Your unit will be graded on the following points (summary of attached rubric): 

1)      Appropriateness for content area and grade level (use of standards)2)      Properly designed Pacing Guide and Lesson Plans3)      Clear, organized presentation of developmentally appropriate activities4)      Clear link between material, activities, and assessment5)      Use of a variety of teaching methods, activities, accommodations6)      Use of technology when appropriate and feasible 7)      As always, proper spelling, punctuation, and grammar (good writing)

Capable: Practice

ED 641—Assignment for Article Reviews, Integrated Unit

You will be given 5 articles for review that deal with Middle School Curriculum Issues.  The reviews you write in response to these articles should be approximately 250 words in length and provide a first person reaction.  They will be handed in separately on the day

the article is discussed in class (see syllabus) and then will be handed in electronically, as one file, on the MAT Level 3 Disk/CD at the end of the semester. (Document Title: Article Reviews). Reviews should address the following issues/deal with the following questions: What did you learn from the review?How did the review increase your understanding in middle grades issues?  Do you agree with the review?Was the review well written and easy to understand?  Would you recommend the review for future cohorts to read?   Reviews will be graded upon 1) quality of writing 2) direct application to the article it reviews (in other words, did you really read the article and have your really thought about it?) 3) quality of comments and ideas 4) appropriate length (minimum 250 words).   The five reviews together will combine for one grade that equals 20% of the ED 641 grade.  Late reviews will lose points. 

Connected: Communication

ED 641 Team Plan Assignment

 Your team plan must contain seven documents. Your presentation should contain a description of these documents. For the presentation you must use visual aids such as PowerPoint, poster, etc. Each team member should have a complete copy of the plan for his/her ADEPT Portfolio.

 

Document 1: Introduction

Name of team members and subject(s) taught

Grade level of team

Name of school and short school profile (location, demographics, etc. 1 -2 pages)*

Team name

Team colors

Team mascot

Team motto

 

Document 2: Opening of School Letter to Parents

Document 3: Management Plan (consequences for good and bad behavior based on Document 4)

 Document 4: Team Rules (should address tardiness, preparedness, disruptive behavior, attentiveness, make-up work, dress code, etc.)

 

Document 5: Parent Contact Plan (When contact will be made, how contact will be made, for what reasons contact will be made, how contact will be documented, what will occur if contact cannot be made.)

Document 6: Advising Plan (How will students be assigned, when will students meet with advisers, how often, what will be discussed, how special needs will be addressed.)

 Document 7: Faculty Team Members Responsibilities (How is the team organized? Among team members, what special duties will be assumed by whom? When, where, and how often will the team meet?

 Demographics include number of students in school, number of students at each grade level, number of students on the team, number/average number of students per class, number of teams per grade level, special purpose of /or programs in the school (magnet, Title I, etc.), characteristics of student population (race, percentage of students receiving subsidized meals, etc.)

Connected: Integration

ED 641—Assignment for Article Reviews, Journal Article Reflections

 You will be given 5 articles for review that deal with Middle School Curriculum Issues.  The reviews you write in response to these articles should be approximately 250 words in length and provide a first person reaction.  They will be handed in separately on the day the article is discussed in class (see syllabus) and then will be handed in electronically, as one file, on the MAT Level 3 Disk/CD at the end of the semester. (Document Title: Article Reviews).

Reviews should address the following issues/deal with the following questions:

 What did you learn from the review?

How did the review increase your understanding in middle grades issues? 

Do you agree with the review?

Was the review well written and easy to understand? 

Would you recommend the review for future cohorts to read? 

Reviews will be graded upon 1) quality of writing 2) direct application to the article it reviews (in other words, did you really read the article and have your really thought about it?) 3) quality of comments and ideas 4) appropriate length (minimum 250 words). 

 The five reviews together will combine for one grade that equals 20% of the ED 641 grade.  Late reviews will lose points. 

CF Level 4

MAT Middle Level

Caring: Beliefs & Actions, Capable: Knowledge & Practice, Connected: Communication & Integration – Student Teaching

CF Final Eval form was revised in Fall 2011 and the format will not allow copy/paste here. The form can be found in the LiveText Exhibit Room under the folder Titled CF Level 4