Rubric Score Sheets for GATE C

DRAFT

Rubric Score Sheets for GATE C

Developing Proficiency

Social Studies Education

I. Attention to Learners

Student understands and respects diversity. Student understands the importance of individual development and identity.
NCSS Thematic Standard 4
Individual Development and Identity / Student demonstrates an understanding of the ways human beings view themselves in and over time.
NCSS Thematic Standard 2
Time , Continuity and Change / Student demonstrates an understanding and appreciation off the ideals, principles, and practices of citizenship in a democratic republic
NCSS Thematic Standard 10
Civic Ideals and Practices
D / NI / ND / D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet the criteria of portfolio Theme A: “Attention to Learners” linked to INTASC principles 3, 5 and 7.

Indicators of Competence in EDCI 423 :Autobiography of student as a learner in social studies (1), Lesson plans and revisions of lesson plan revision (2,3), oral history assignment (2). Project Citizen and We the People lesson plans.

II. Curriculum in Context: Pedagogical Knowledge

Student demonstrates an appreciation of the importance that cultural unity and cultural diversity play in American Life.
NCSS Thematic Standard 1
Culture / Student demonstrates an understanding of individual development and identity2
NCSS Thematic Standard 4
Individual Development and Identity
D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B: “Understanding Curriculum in Context” linked to INTASC principles 1,3, 4, 7, and 8.

Indicators of Competence in EDCI 423 course assignments: Lord Of the Flies essay (1), Project Citizen Lesson plan (2), School Board Simulation and reflective essay (1,2) EDCI 433: Contradictions of Control and History on Trial Essay (1,2) Focus Reports (1,2)

III. The Curriculum in Context: Content Knowledge

Student demonstrates an understanding of the importance of the study of people, places, and environments .
NCSS thematic Standard 3
People, Places and Environments / Student demonstrates an understanding of the importance of interactions among individuals, groups, and institutions.
NCSS Thematic Standard 5
Individual. Groups and Institutions / Student demonstrates an understanding of the importance of how people create and change structures of power, authority, and governance.
NCSS Thematic Standard 6
Power, Authority and Governance / Student demonstrates an understanding of the importance of how people organize for the production, distribution, and consumption of goods and services.
NCSS Thematic Standard 7
Production, Distribution and Consumption / Student demonstrates an understanding of the importance of relationships among science, technology, and society.
NCSS Thematic Standard 8
Science, Technology and Society / Student demonstrates an understanding of the importance of the study of global connections and interdependence.
NCSS Thematic Standards 3 &9
People, Places and Environments
Global Connections
D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B linked to INTASC Principles1, 2, 6 and 7.

Indicators of Competence in EDCI 423 course work: Lesson Collection (1-6), Concept Map of Primary and Supporting Disciplines (1-6), Lesson plans, We the People lesson plan &Project Citizen lesson plan (2,3), Economics lesson plan (4), Science, Technology and Society lesson plan (5), Global connections lesson plan. (6).

IV. Commitment to Professional Growth

Students will show evidence of understanding and engaging in reflective practice. / Students will take informed stands on issues of professional concern2
D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme C linked to INTASC principles 9 and 10.

Indicators of Competence in EDCI 423 course work: School Board Hearing essay (1), Lesson plan collection and written lesson plans (1,2) EDCI 433: Focus Reports (1,2),

Contradictions of Control and History on TrialEssay(1,2).

V. Integrative Narrative

D / NI / ND
Shows interrelationships and integration of artifacts across criteria
Explains growth regarding ideas on teaching and learning
Reflects on ways to facilitate continued growth
The portfolio has an overall professional appearance

COMMENTS:

The Narrative required of students in social studies education is a serial narrative. During the first week of EDCI 423, the initial methods course, students are asked to reflect on their experiences as a social studies learner. The format is as follows:

I. Initial Narrative

Social Studies Autobiography

Integrative Narrative

This assignment provides the reader with a snap shot of your experiences and an introduction to your views regarding the teaching of history and the social sciences. Carefully consider your experiences as a student in classes that come under the social studies umbrella – history, political science, geography, civics, sociology, psychology, and social problems and describe your reaction to these classes in elementary, middle and high school. You need not list a chronology of every school year. Well-written essays will answer some, but not all of the following questions:

What were the purposes of the teacher?

What content was taught?

What do you remember?

What did students do in class?

What did the teacher do?

What made teachers good and what characteristics did you associate with poor teachers?

Please limit your essays to no more than three pages of double space typing.

The second version of this reflective narrative is written during the final week of the EDCI 423 course and reflects the fact that students have had opportunities to read and reflect on issues of the purposes methods and content of social studies instruction in middle and high schools. The format is as follows:

II. Second Narrative

The Interview

Develop a reflective essay that reflects your beliefs regarding the purposes methods and content of social studies teaching. Consider this essay as a written interview that you are having with a panel of middle or high school social studies teachers. Please consider the following topics as you explain your rationale and teaching practices. Address these issues, but organize your answer according to beliefs regarding effective practices in social studies.

What is your rationale for teaching history, social studies or social science or social studies in the middle or high school? It includes the knowledge you believe is most important, the values you will teach, and the skills that students will master in your classes. Sources of information include: Barr, Barth & Shermis, (School Bd. Hearing) and Golding. What is the nature of good citizenship?

What is the relationship between teaching social studies and the larger culture? This question draws upon the ideas of Barr, Barth and Shermis. The Contradictions of Control and History on Trial readings in 433 will enable students to further elaborate on this issue in the third and final essay
Compare organizing social studies around social issues (Billy Budd, jurisprudential inquiry, Project Citizen…) with instruction grounded in academic disciplines such as history, economics, and political science. We The People… and your oral history assignment are examples of discipline-based instruction. Discuss the importance of problematicinstruction and classroom discussions.Civic Education is an important resource for discussion.

Discuss the structure (architecture) of your primary and secondary areas. What knowledge is vital to teach? Readings include both the Social Studies and discipline standards. Be prepared to web these disciplines (primary & secondary areas).

DRAFT

Rubric Score Sheets for GATE D

Proficient

Social Studies Education

I. Attention to Learners

Student understands and respects diversity. Student creates instructional and evaluation activities for students that demonstrate an understanding of the importance of individual development and identity. NCSS Thematic Standard 1
Culture; NCSS Standard 2, Culture
. / Student creates a learning environment and organizes instructional activities that demonstrate an understanding of the ways human beings view themselves in and over time. NCSS Thematic Standard 2
Time, Continuity and Change / Student creates a democratic learning environment and instructional activities that demonstrates an understanding and appreciation off the ideals, principles, and practices of citizenship in a democratic republic NCSS Thematic Standard 10
Civic Ideals and Practices
D / NI / ND / D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme A: Attention to Learners linked to INTASC principles 3 and 5.

Indicators of Competence: The student’s reflective essay, “You Are in Control.” This essay applies educational theory, content taught and pedagogical practices to the classroom situations faced by student teachers. . EDCI 433 Focus Reports, Contradiction of Control and History on Trial essay

Selected lesson and/or unit plans from student teaching experience

II. Curriculum in Context: Pedagogical Knowledge

Student creates lessons and assessment instruments to teach and evaluate an appreciation of the importance that cultural unity and cultural diversity play in American Life NCSS Thematic Standard I, Culture / Student adapts and creates a variety of learning activities and evaluation strategies that demonstrates an understanding of individual development and identity NCSS Thematic Standard 4
Individual Development and Identity
D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B: “Understanding Curriculum in Context” linked to INTASC principles 1, 4, 7, and 8.

Indicators of Competence: Selected lesson and/or unit plans from student teaching experience and the reflective essay.

III. The Curriculum in Context: Content Knowledge

Student creates lessons and assessment instruments that result in an understanding of the importance of the study of people, places, and environments NCSS Thematic Standard 3.
People, Places and Environments / Student creates lessons and assessment instruments that result in an understanding of the importance of interactions among individuals, groups, and institutions. NCSS Thematic Standard 5
Individual, Groups and Institutions / Student creates lessons and assessment instruments that result in an understanding of the importance of how people create and change structures of power, authority, and governance. NCSS Thematic Standard 6
Power, Authority and Governance. / Student creates lessons and assessment instruments that demonstrate an understanding of the importance of how people organize for the production, distribution, and consumption of goods and services. NCSS Thematic Standard 7
Production, Distribution and Consumption / Student creates lessons and assessment instruments that demonstrate the importance of relationships among science, technology, and society .NCSS Thematic Standard 8 Science, Technology and Society / Student creates lessons and assessment instruments that demonstrate the importance of the study of global connections and interdependence. NCSS Thematic Standard 9
Global Connections
D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme B linked to INTASC principles 2 and 6.

Indicators of Competence: Selected lesson and/or unit plans from student teaching experience including a variety of assessment instruments and reflection on content choices in their reflective essay.

IV. Commitment to Professional Growth

Students will show evidence of understanding and engaging in reflective practice. / Students will take informed stands on issues of professional concern.
D / NI / ND / D / NI / ND
Documents are appropriate for the selected criteria
Reflective writings explain how documents meet selected criteria of portfolio Theme C linked to INTASC principles 9 and 10. Lesson Plans and classroom observations

Artifacts:

I. Lesson Plan Collection and Reflection

Students create a series of lesson plans that are written in EDCI 433 prior to beginning their student teaching experience. The format of these plans requires students to consider issues embedded in NCSS and INTASC Standards. Each student must teach the ten themes contained in the National Social Studies Standards three times during the ten week student teaching experience. The student will select ten lesson plans that were taught during the student teaching semester. Each of these plans will represent one of the social studies themes.

Along with the ten lesson plans, each student will explain why the plan represents their best work.

Writing prompt for students: If you were describing these plans to a panel comprised of a historian/social scientist, a social studies theorist, a master teacher and a high school or middle school student, what would you tell them about your plans? Why are your plans exemplary?

Lesson Plan Format EDCI 423, 433

2000—2004

I.Identification Data

Teacher
Subject: U.S. history, American Government etc.
Grade level
Unit and lesson plan titles

Rationale and Goals

The rationale connects the individual lesson with your purposes for teaching social studies, history or the social sciences. This connection is made in two ways:

A brief statement concerning the worth of the content, skillsor values you are teaching students. This statement should reflect your philosophy and be grounded in scholarly literature.

The relationship between the lesson and National Social Studies Standards and State

Standards for teaching social studies, history or the social sciences must be stated explicitly in this section of your lesson plan. The National and State Standards (Available on line and in the AckermanCenter) contain concepts that scholars and teachers have identified as important for students to know. Each of your lesson plans must contain one or more of themes elaborated in the National Social Studies Standards. Indiana Standards should also be incorporated into your lesson plans.

The goal of your lesson briefly states the primary purposes you are going to achieve in this lesson.

III.Concepts and other content

Concepts form the core of your lessons; they are general ideas, but they are not generalizations. For example, change in demand, civil society, and primary sources are powerful concepts drawn from economics, political science and history. If students understand change in demand they will be able to apply this concept to a number of situations where the demand for a good or service changes due to factors other than the price of the item itself. Conceptual knowledge represents patterns that are more likely to be retained by students than isolated facts; this is especially true when your lesson requires students to apply concepts to a variety of situations.

Outline the content you will teach in some detail. If you lecture include a detailed outline of your lecture notes in this section.

Performance Objectives

Objectives are specific statements regarding students’ knowledge, skills or values at the conclusion of the lesson. Your objectives will state your instructional outcomes in more specific terms than your goals. For example, if you created a lesson on changes in demand your objectives might include the following:

Given a newspaper article on the sharp increase in the price of gasoline during the the summer of 2000, students will speculate on the demand for airline tickets, motel rooms in the Great Plains, and suvs. This speculation will take place in class discussion and in the form of a paragraph that students write during the last fifteen minutes of class.

Objectives may be written to measure student learning in the cognitive (knowledge), affective (values) and psychomotor (skills) domains. Limit the number of objectives to no more than four per lesson. Keep in mind that the assessment of student learning measures the student attainment of these objectives.

Teaching Strategies and Student Learning Activities

This section briefly describes your actions as a teacher and the activities that students will engage in during the lesson. Remember you need to incorporate a variety of instructional techniques in your lessons including advance organizer, inquiry, decision-making, cooperative learning and jurisprudential inquiry.

This section should be divided into three sub-sections: Introduction

(anticipatory set, set induction, advance organizer); Body of lesson; and Conclusion. In most cases the Introduction bridges from the previous lesson and the conclusion serves to summarize the lesson, evaluates student understanding and serves to bridge into the next activity.

Materials

This sections list all materials that you will use in the lesson plan. For example, if the lesson focuses on a political cartoon depicting FDR and the New Deal you will list and describe the cartoon in this section and attach a copy of the cartoon to your lesson plan. All materials used in your lesson must be attached to the lesson plan you write.

VII.Assessment

This section includes a description of the assessment strategies used throughout the lesson. Remember, you are measuring the attainment of objectives you have established. You must attach a copy of all evaluation instruments to your lesson plan.

Resources

Divide the resources you use in creating and teaching a lesson into two sections: Teacher Resources, Student Resources. Attach all handouts to your lesson plan. List all resources using a standard bibliographic style such as APA or MLA under the proper heading—Teacher Resources or Student Resources.

V. Integrative Narrative

II. Integrative Narrative

This is the third and final integrative narrative that students write. It reflects an integration of knowledge derived from readings and activities that students have been involved in for their undergraduate careers. Specifically, it should reflect a more sophisticated understanding of the ways community, colleagues and students shape the teaching of social studies in schools. This understanding is a product of readings and school visits that are part of the requirements of EDCI 433.

You Are in Control

Integrative Essay

Student teachers frequently remark that they are ill prepared to deal with the “real world” of the school. My interpretation of this remark is that courses at the university too frequently omit the larger political environments that affect the attitudes of students, parents, and members of the public. Most importantly, student teachers all too frequently enter the classroom without a clue regarding the historical and sociological factors that shape the beliefs of members of the school community. History on TrialandContradictions of Controlprovide you with insights regarding the political events that swirled around the History Standards and the non-academic issues that frequently determine the content and methods of instruction chosen by teachers.