I've condensed the grading rubric here into our goals. The "A"s represent the highest target value grade while the "B"s represent the standards our project must meet.I'm essentially going through these one-by-one to find the specific materials for my section that match the goals listed.
FOLLOWING THE: ACEI Assessment 3-GLTP 502 Instructional Strategy Group Presentation Rubric
1. Knowledge of various strategies for enhancing literacy learning. a. Candidate clearly demonstrates deep, extensive, and impressive knowledge of literacy strategies b. Standard : 2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2. Addressing students’ individual learning needs 3.2 a. Analysis and/or presentation reveals very insightful, high-potential attention to individual needs of learners b. Standard : 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; 3. Attending to the enhancement of critical thinking & problem solving a. Analysis and/or presentation reveals very insightful, high-potential attention to critical thinking & problem solving b. Standard : 3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving; 4. Attending to active engagement and motivation of students a. Analysis and/or presentation reveals very strong potential for motivating & engaging students in active learning b. Standard : 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. c. Standard : 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments; 5. Attending to authentic assessment a. Analysis and/or presentation reveals very strong, high-potential ideas or plans for authentic assessment b. Standard : 4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
26th of April is the due date of presentation. We are submitting our final paper through TaskStream and BlackBoard.
(We each submit the same 3 page co-authored summary)
Here's the grading rubric (from TaskStream) being used:
RubricI've condensed the grading rubric here into our goals. The "A"s represent the highest target value grade while the "B"s represent the standards our project must meet. I'm essentially going through these one-by-one to find the specific materials for my section that match the goals listed.
FOLLOWING THE: ACEI Assessment 3-GLTP 502 Instructional Strategy Group Presentation Rubric
1. Knowledge of various strategies for enhancing literacy learning.
a. Candidate clearly demonstrates deep, extensive, and impressive knowledge of literacy strategies
b. Standard : 2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;
2. Addressing students’ individual learning needs 3.2
a. Analysis and/or presentation reveals very insightful, high-potential attention to individual needs of learners
b. Standard : 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;
3. Attending to the enhancement of critical thinking & problem solving
a. Analysis and/or presentation reveals very insightful, high-potential attention to critical thinking & problem solving
b. Standard : 3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;
4. Attending to active engagement and motivation of students
a. Analysis and/or presentation reveals very strong potential for motivating & engaging students in active learning
b. Standard : 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
c. Standard : 3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;
5. Attending to authentic assessment
a. Analysis and/or presentation reveals very strong, high-potential ideas or plans for authentic assessment
b. Standard : 4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
26th of April is the due date of presentation. We are submitting our final paper through TaskStream and BlackBoard.
(We each submit the same 3 page co-authored summary)