Assessment Due Assignment Category Point Value Week 1 Discussion: Introductions End of Week 1 Administrative Assignments 5 Discussion: Rewards & Consequences End of Week 1 Response to Reading Discussions 7 Discussion: Video Observations End of Week 1 Resource Sharing Discussions 7 Assignment: Classroom Rules End of Week 1 Application to Classroom Assignments 15 Week 2 Discussion: First Impressions End of Week 2 Response to Reading Discussions 7 Discussion: Grouping & Seat Assignments End of Week 2 Resource Sharing Discussions 7 Assignment: Teaching Routines End of Week 2 Application to Classroom Assignments 15 Week 3
Assignment: Placement Survey End of Week 3 Administrative Assignments 5 Discussion: Subsets of Special Populations End of Week 3 Response to Reading Discussions 7 Discussion: Resources for ELL/SN/GATE End of Week 3 Resource Sharing Discussions 7 Assignment: ELL/SN/GATE Strategies End of Week 3 Application to Classroom Assignments 15 Week 4 Discussion: Teaching End of Week 4 Response to Reading Discussions 7 Discussion: Content Resources End of Week 4 Resource Sharing Discussions 7 Assignment: Lesson Plan End of Week 4 Application to Classroom Assignments 30 Week 5 Discussion: Planning Instructional Time End of Week 5 Response to Reading Discussions 7
Assessment Category Week 1 Discussion: Remembering a Teacher Discussion 2 Assignment: Being a Good Teacher Paper 4 Assignment: Teaching Paper 4 Week 2 Discussion: Education Reform Discussion 2 Assignment: Parts of the Curriculum 4 Assignment: Codes of Power Paper 4 Assignment: Responsible Pedagogy Paper 8 Week 3 Discussion: How People Learn (HPL) Discussion 2 Assignment: Lesson Plan Paper 12 Week 4
Discussion: Educational Objectives Discussion 2 Assignment: Development Paper 4 Week 5 Discussion: Managing Behavior Discussion 2 Assignment: Classroom Management Plan 8 Week 6 Discussion: Culturally Responsive Pedagogy Discussion 2 Assignment: The Trouble with Black Boys Paper 10 Week 7 Discussion: Theory Discussion 2 Assignment: Model Minority Paper 10 Week 8 Discussion: Course Reflection Discussion 2 Assignment: Good Teaching Ideologies Paper 16 Total Points Textbooks
technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning Evaluation section of WebQuest (x 1) Clearly (and with much detail) applies knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer assessments, including use of scoring rubrics Appropriately applies knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, formative, summative, and performance) to design and administer assessments, including use of scoring rubrics Minimally applies knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer assessments, including use of scoring rubrics Does not knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer assessments, including use of scoring rubrics Assignment: Journal Articles CLO1, CLO2, CLO3, CLO4 Relevant research is a wonderful tool that educators can use to gain further information tools that work in the classroom setting or create further challenges for relevant research to address. Identify a literacy ‘problem’ you have encountered in the classroom or an area of literacy about which you would like to learn more information. Research two journal articles, from a database such as ERIC or ProQuest, from the Alliant Library. Write a 700-to 1,000-word review of each of the two journal articles that includes the following: Summary: synthesis the information gained. Critical review: formulation of a conclusion about the identified problem. (Engagement/Application)
Criteria for Current Practitioners 4 points Mastery 3 points Proficiency 2 points Cursory 1 points Deficiency Pre-reflection paragraph (x .5) Teacher candidate showed clear and detailed evidence in the pre-reflection of the Interpretation of English learners' assessment data and where to locate that information to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed accurate and appropriate evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed minimal or limited evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Teacher candidate showed inaccurate or was missing evidence in the pre-reflection of the Interpretation of English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction Lesson plan created by teacher candidate (x 2) Lesson plan written by the teacher candidate is clear, detailed, and addresses all of the following components: *uses thorough knowledge of students to plan lesson *uses instructional strategies, scaffolding, SDAIE and ELD strategies *evidence of adaptions of subject matter, curriculum, organization, and planning to support all students including EL and SPED in the least restrictive environment Lesson plan written by the teacher candidate is clear and uses knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning Lesson plan written by the teacher candidate is limited in detail and information and minimally uses knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning Lesson plan written by the teacher candidate is inappropriate or inaccurate and does not use knowledge of students including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning
Post-reflection analysis (x 1.5) Teacher candidate is clear, thorough, and detailed regarding the: *planning, designing, implementation, and monitoring of instruction *effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students *evidence of the use of instructional strategies that include the use of developmentally, linguistically, and culturally appropriate learning activities, materials, and resources that include all students Teacher candidate has accurate detail regarding the: *planning, designing, implementation, and monitoring of instruction *effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students *evidence of the use of instructional strategies that include the use of developmentally, linguistically, and culturally appropriate learning activities, materials, and resources that include all students Teacher candidate is minimally detailed regarding the: *planning, designing, implementation, and monitoring of instruction *effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students *evidence of the use of instructional strategies that include the use of developmentally, linguistically, and culturally appropriate learning activities, materials, and resources that include all students Teacher candidate has missing items regarding the: *planning, designing, implementation, and monitoring of instruction *effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students *evidence of the use of instructional strategies that include the use of developmentally, linguistically, and culturally appropriate learning activities, materials, and resources that include all students Course: Technology in the Curriculum Course Learning Outcomes CLO CLO1: Apply theories of instructional design and technology to educational lessons and resources. CLO2: Critique theories in instructional design and technology in education. CLO3: Evaluate applications of instructional design theory and technology in education.