SED 541 Secondary Theory, Methods, and Data-Driven Pedagogy Benchmark Assessment and Rubric

SED 541 Secondary Theory, Methods, and Data-Driven Pedagogy
Benchmark Assessment and Rubric

Targeted Essential Learning

This assessment’s purpose is to guide prospective teachers of adults and young adults to identify and apply their own teaching style to the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching act. Emphasis is given to teaching theory and methodology that facilitates active participation. Creating lesson plans for effective teaching and learning is stressed. (APTS 1, 3, 7; INTASC 4, 7).

Assessment Tool Selected

Unit Plan and Reflective Essay

Specific Performance/Task(s)

Demonstrate understanding of varied effective instructional design and planning systems. (APTS 1.1, 1.2)
Create an instructional plan for a targeted grade level. (APTS 1.3)
Implement lesson plans. (APTS 3.1)
Select and utilize best practice implementation strategies appropriate to different developmental levels.(APTS 3.7)
Demonstrate proficiency in subject area knowledge and grade level.(APTS 7.1)

Relevancy of Task to Teacher Candidate

Teachers that understand and can evaluate effective learning strategies and lesson planning techniques can assist and guide a diverse group of students to a higher order of learning.

General Practicum Information

Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.
Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the name of the school and grade level where the observation took place and document the hours spent in the classroom.Submit the form to the course instructor along with your Benchmark Assessment.
Spend 5 hours in three classrooms (5 hours per classroom, 15 hours total), grades 10-12. Let each of your mentors (three) know you are working on examining and evaluating best practices in instruction. Two observations must be in different grade levels and one placement must be in a Title 1 school. Throughout the practicum, observe your mentors (three in all).
Note: Before observing the classrooms, refer to module assignments (Modules 5-7) for specific direction on the Practicum Observation Journals.

Assessment: Student Prompts/Teacher Directions

Effective Pedagogy: Best Practices (Benchmark Assessment)

1)Part I: Curriculum Unit Plan

a)Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).

b)Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.

c)Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

2)Part II: Reflective Essay

a)Throughout the practicum, you have observedyour mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies yourmentors used to support classroom learning. Reference strategies from research utilized for this assignment.

b)Compare and contrast:

i)How the teacher’s strategies coordinated with research findings.

ii)How the classroom teacher implemented these strategies.

iii)How you may facilitate the same strategies in your future classroom.

c)Select fourbest practices from your coursework and research. After critiquing each for guidance, create and teach your own lesson (use your practicum class or teach one student in a tutoring environment).

d)Construct a 1,500-1,750 wordessay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of asimilar strategy when teaching students. Be sure to answer the following questions regarding both situations.

i)Did the implementation of the strategy unfold smoothly and effectively? Why or whynot?

ii)Evaluate what element of the strategy was most effective to student learning.

iii)Evaluate what aspect of the strategy was difficult to facilitate. Did it negatively impactthe overall success of the lesson? How?

iv)How did you evaluate the level of student engagement during the strategy?

v)How would you suggest the strategy be modified to make the lesson moreeffective?

vi)Defend your use of, or your rejection of, this strategy in the future.

e)Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.

f)Have your classroom teacher complete the Classroom Teacher Evaluation Form and return it to your instructor.

g)Submit the benchmark assessment to your instructor by the end of Module 8.

h)Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on theCollege of Education’s page in the Student Success Center.

Scoring Tool/Guide (Rubric)

Effective Pedagogy: Best Practices

Criteria / Unsatisfactory / Less Than Satisfactory / Satisfactory / Good / Excellent
Applying NCTE Standards 15%
Inclusive and supportive learning environment / Candidates create an inclusive and supportive learning environment in which all students can engage in learning.
Familiarity with culture / Candidates use ELA to help their students become familiar with their own and others’ cultures.
Reflective practice / Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.
Habits of critical thinking and judgment / Candidate use practices designed to assist students in developing habits of critical thinking and judgment.
Curricular connections / Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.
Arts and humanities in learning / Candidates engage their students in activities that demonstrate the role of arts and humanities in learning
Range of literature / Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
Resource selection / Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.
Curricular alignments / Candidates align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.
Interdisciplinary teaching strategies / Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.
Respectful learning environments / Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.
Interpreting and evaluating ideas / Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.
Critical analysis / Candidates engage students in critical analysis of different media and communications technologies.
Uses and purpose of language / Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.
Making meaning of texts / Candidates engage students in making meaning of texts through personal response.
Selecting appropriate reading strategies / Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non-print texts.
Integrating assessment in curriculum / Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.
or
Applying NCTM Standards 15%
3.4 Analyze and evaluate the mathematical thinking and strategies of others
/ Analyze effectiveness of instructional strategy on student learning
7.1 Attention to equity
/ Identify and use a variety of materials and resources in the plan.
7.3 Effective teaching
/ Address specific learners, address higher order thinking
7.4 Commitment to learning
/ Incorporate strategies for significant learning experiences
7.5 Use of various assessments
/ Use a variety of assessments
8.1 Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students.
/ Manage materials, equipment, and other resources to affect the learning environment.
8.2 Selects and uses appropriate concrete materials for learning mathematics
/ Incorporates activities for diverse backgrounds, developmental levels, and special needs.
8.3 Uses multiple strategies to assess students’ mathematical knowledge. / Use a variety of assessments.
8.4 Plans lessons, units and courses that address appropriate learning goals. / Create a standards-based unit plan for a secondary classroom.
8.6 Demonstrates knowledge of research results in the teaching and learning of mathematics / Establish framework for learning, shows multiple views, and explain how unit ties into Arizona standards
8.7 Uses knowledge of different types of instructional strategies in planning mathematics lessons. / Use differentiation of instruction to meet needs of diverse learners.
8.8 Demonstrates the ability to lead classes in mathematical problem solving, and in developing in-depth conceptual understanding / Address higher order thinking
16.1 Engage in a sequence of planned opportunities prior to student teaching / Model and/or explain skills, concepts, attributes, and critical thinking processes.
16.3 Demonstrate the ability to increase students’ knowledge of mathematics / Analyze the elements of strategies that were most effective to student learning.
or
Applying NCSS Standards 5%
1.1 Culture and Cultural Diversity / Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.
2.1 History / Candidates who are to be licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.
2.2 Geography / Candidates who are to be licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography.
2.3 Civics and Government / Candidates who are to be licensed to teach civics and/or government at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civics and government.
2.4 Economics / Candidates who are to be licensed to teach economics at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics.
3.1 Teaching Social Studies / Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level.
and
Curriculum Unit Plan (45%)
Lesson plans follow a recommended format: Objective(s), Anticipatory Set, Materials, Procedures, etc.
15%
NCSS 3.1
NCTE 2.1, 2.2, 2.4, 2.5, 2.6, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9
NCTM 7.1, 8.1, 8.2, 8.4
NSTA 5a-f / Many of the essential lesson plan components are missing. / The lesson plans indicate an attempt to include the criteria, but they might be underdeveloped. The lesson plans may try to incorporate activities for diverse backgrounds, developmental levels, and special needs of students. / The lesson plans have most of the components and incorporate activities for diverse backgrounds, developmental levels, and/or special needs of students. / The lesson plans have all of the components and differentiate most components to meet the needs of diverse learners. / The lesson plans have all of the components and incorporate activities for diverse backgrounds, developmental levels, and special needs of students.
The unit aligns with state and district academic standards.
10%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 8.4
NSTA 5a-f / No state standards are selected. / Limited or inappropriate standards are selected. / Appropriate grade level and content area standards are selected. / Standards are aligned and labeled clearly to the objectives. / Standards scaffold to enhance alignment and are labeled clearly to each of the objectives.
The unit includes 10 days worth oflesson plans in a specific content area.
5%
NCTE 2.1, 2.2, 2.4, 2.5, 2.6, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9 / The unit includes less than 6 days worth of lesson plans. / The unit includes less than 8 days worth of lesson plans. / The unit includes less than 9 days worth of lesson plans. / The unit includes less than 10 days worth of lesson plans. / The unit includes 10 days or more worth of lesson plans.
The unit includes a rationale.
5%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 7.3, 8.6, 8.8 / The rationale fails to explain the unit, establish the framework, link to specific learners, show multiple views, try to address higher order thinking,and explain how the unit ties into Arizona standards. / The rationale attempts to explain the unit, establish the framework, link to specific learners, show multiple views, address higher order thinking,and explain how the unit ties into Arizona standards. / The rationale explains the unit, establishes the framework, links to specific learners, and/or shows multiple views, tries to address higher order thinking, and/or explains how the unit ties into Arizona standards. / The rationale justifies the unit, establishes the framework, links to specific learners, shows multiple views, addresses higher order thinking, and/or explains how the unit ties into Arizona standards. / The rationale justifies the unit, establishes the framework, links to specific learners, shows multiple views, addresses higher order thinking,and explains how the unit ties into Arizona standards.
The unit is cohesive.
5%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 8.7
NSTA 5a-f / Content is not appropriately placed and no attention is given to a variety of instructional methods and strategies. / Content may not be appropriately placed and little attention is given to a variety of instructional methods and strategies. / Content is appropriately placed and some attention is given to a variety of instructional methods and strategies. / Content is appropriately placed and attention is given to a variety of instructional methods and strategies. / Content is appropriately placed and there is clear evidence of variety and creativity throughout the unit.
The unit includes assessment.
5%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 7.5, 8.3
NSTA 8a-c / The unit includes few or no assessment instruments. / The unit demonstrates an attempt to include assessment instruments. / The unit includes a pre-assessment, one formative assessment, and/or a summative assessment. / The unit includes a pre-assessment, one formative assessment, and a summative assessment. / The unit includes a pre-assessment, two formative assessments, and a summative assessment. Assessment includes student self-assessment.
Reflective Essay (30%)
Reflection of the strengths and weaknesses of the mentor and the student.
15%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 16.1 / Essay fails to reflect on the strengths and weaknesses of the mentor and the student. / Essay provides a reflection on the strengths and weaknesses of the mentor and/or the student, but they are only treated in a cursory manner. / The essay outlines the strengths and weaknesses of the mentor and the student. / The essay clearly reflects the strengths and weaknesses of the mentor and the student with reference to examples. / The essay significantly reflects on the strengths and weaknesses of the mentor and the student with reference examples and recommendations.
Implementation of strategy.
10%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 8.7
NSTA 5a-f / The essay fails to reflect on the mentor’s and/or the student’s implementation of strategy. / The essay mentions the mentor’s and/or the student’s implementation of strategy but does not reflect on why the strategy unfolded smoothly and effectively or why it did not. / The essay reflects on the mentor’s and the student’s implementation of strategy and further reflects on why the strategy unfolded smoothly and effectively or why it did not. / The essay clearly reflects on the mentor’s and the student’s implementation of strategy and further reflects on why or why not the strategy unfolded smoothly and effectivelyor why it did not, with reference to examples. / The essay significantly reflects on the mentor’s and the student’s implementation of strategy and further reflects on why the strategy unfolded smoothly and effectively or why it did not, with reference examples and recommendations.
Reflection on the aspect of the strategy that was challenging to facilitate (for both mentor and student).
5%
NCSS 3.1
NCTE 2.3, 4.10 / The essay fails to reflect on the challenges of the aspect of the strategy and its impact on the overall failure or success of the lesson. / The essay identifies the aspect of the strategy that was difficult to facilitate but does not explain its impact to the overall failure or success of the lesson. / The essay identifies the aspect of the strategy that was difficult to facilitate and explains its impact to the overall failure or success of the lesson. / The essay analyzesthe aspect of the strategy that was difficult to facilitate and explains its impact to the overall failure or success of the lesson. / The essay evaluates and critiques the aspect of the strategy that was difficult to facilitate and explains its impact to the overall failure or success of the lesson.
Most effective elements of the strategy to student learning (for both mentor and student).
5%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 3.4, 16.3
NSTA 5a-f / The essay fails to identify elements of the strategy that were most effective to student learning. / The essay identifies some elements of the strategy that were most effective to student learning, but they are only treated in a cursory manner. / The essay identifies the elements of the strategy that were most effective to student learning. / The essay identifies with justifications the elements of the strategy that were most effective to student learning. / The essay analyzes with justifications the elements of the strategy that were most effective to student learning.
Recommendations (for both mentor and student).
5%
NCSS 3.1
NCTE 2.3, 4.10
NCTM 7.4
NSTA 5a-f / The essay fails to make any suggestions on how the strategy can be modified to make the lesson more effective. / The essay makes suggestions on how the strategy can be modified to make the lesson more effective but which were only treated in a cursory manner. / The essay makes suggestions on how the strategy can be modified to make the lesson more effective. / The essay makes suggestions with justifications on how the strategy can be modified to make the lesson more effective. / The essay makes suggestions with justifications that depict significant learning experiences within the subject matter on how the strategy can be modified to make the lesson more effective.
Comments
Organization and Format (5%)
Essay structure, paragraph development, and transitions.
3% / Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. / Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. / Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. / A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. / There is a sophisticated construction of the essay. Ideas collectivelyprogress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
APA format and style requirements.
2% / APA format and style are not evident. / Title page is present, though missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. / All key elements of an APA title page are present; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. / Plan elements are theoretically supported with accurate citations and references. / A broad understanding of APA format and style is evident in the use of level headings and lists, for example.
Comments
Mechanics, Language Use, and Audience Awareness (5%)
Mechanics of writing(includes spelling, punctuation, grammar).
3% / Surface errors are pervasive enough that they impede communication of meaning. / Frequent and repetitive mechanical errors distract the reader. / Some mechanical errors or typos are present, but are not overly distracting to the reader. / Prose is largely free of mechanical errors, although a few may be present. / Writer is clearly in control of standard, written, American English.
Language use and audience awareness (includes sentence construction, word choice, etc.). 2% / Student usesa noncollegiate, conversational tone. Inappropriate word choice and/or sentence construction and lack of variety in language use are evident. Student appears to be unaware of audience. Use of “primer prose” indicates student either does not apply figures of speech or uses them inappropriately. / Language lacks clarity or includes the use of some conversational tone.Language choice (register) can be distracting or inconsistent with sentence structure.Some lack of control in using figures of speech appropriately is noted. / Language is clear and audience-appropriate.Sentences display varied structure and only minor errors. Use of collegiate language is appropriate for the most part. / Student uses a variety of sentence structures and collegiate-level vocabulary. Student uses figures of speech and idioms to communicate clearly. / Language is precise, and sentences display consistently strong, varied structure.Approach to use of language is distinctive, creative,and appropriate to purpose, discipline, and scope of topic.
Comments