Length of response Response is 3 paragraphs in length Response is 1 or 2 paragraphs in length No response, or a response that is less than a paragraph in length Quality of response Response is thorough and provides a complete, well supported response (reference to course readings) to the question. Response demonstrates application and extension of information learned through the session reading and lecture, going beyond simple recall of facts. Response is thorough, providing a complete response to the question, but may not provide adequate support from course materials, or may not demonstrate an ability to extend and information learned Response provides only a partial answer to the question, or makes no effort to support response with course materials/ extend and apply information learned No response is submitted. Interaction analysis activities Analysis of samples of sample/ case study students, will require responding to questions about the sample interaction. OR Report on hands-on teaching activity with a student you know., with analysis guided by questions posed by the facilitator. Rubric = 2 points for observation/ description of teacher and student behaviors 2 points for interpreting teacher and student behaviors 1 point for using information to evaluate and or plan future interactions Four interactive analysis activities are required, with 5 possible points per activity= 20 points for Interaction Analysis Questions
Rubric for Extension Activity: Interaction Analysis 2 points 1 0 points Observation/ Description/ practice of teacher and student behaviors. Or activities Observes,, Describes or Practices 3 or more examples of the types of behaviors or activities described in question. Observes , describes or practices 1 or 2 examples of the of behaviors or activities described in the question. Does not observe. describe , or practice any of the behaviors required in the question. Interprets student or teacher behaviors Correctly answers all questions regarding intent or interactive function of student or teacher behaviors / activities Answers to questions regarding intent or interactive function of student or teacher behaviors are partially correct Does not answer any questions regarding intent or interactive function of behaviors. Evaluates current interactions and uses information to plan future interactions Provides detailed plan for modification of future teaching, based on information from observation. Description of future plans are general, nonspecific. Modification may not be based on observed behavior Does not attempt to plan future interactions. All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point will be deducted for each week the assignment is submitted after the due date. EVALUATION OR GRADING POLICY:
Summary of Weekly Topics and Assignments Session Topic(s) Assignments Due Possible points Due Date 1 Autism and visual impairment: Issues in diagnosis and instructional Methods Discussion Forum #1 Interaction analysis Quiz 5pts. 5 pts. 4 pts. 4/13/14 2 Curricula for Students with Visual Impairment and Autism- Better Together and other appropriate curricula Discussion Forum #1 Interaction analysis Quiz 5pts. 5 pts. 4 pts. 4/20/14 3 Strategies for Building Relationships Discussion Forum #1 Interaction analysis Quiz 5pts. 5 pts. 4 pts. 4/27/14 4 curricula available for visually impaired students with atypical social development Discussion Forum #1 Interaction analysis Quiz 5pts. 5 pts. 4 pts. 5/4/14 5 What do to on Monday morning: Planning Instruction Discussion Forum #1 Essay question Quiz 5pts. 5 pts. 4 pts. 5/11/14 6 Fill up your “Bag of Tricks”: Following your own interests Discussion Forum #1 Essay question Quiz 5pts. 5 pts. 4 pts. 5/18/14