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Education Major Version

EDE 359 Elementary Teaching Strategies
Greene, Judy Ann


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDE 359 Elementary Teaching Strategies

Semester

SP 2013 HO

Faculty

Greene, Judy Ann

Title

Adjunct Faculty

Degrees/Certificates

BGS Psychology, BGS English, BS Education, MA SpEd

Office Location

rm. 315 Copley Hall

Office Hours

by appointment

E-Mail

judy.greene@park.edu

Semester Dates

Jan. 14 - May 10

Class Days

--T-R--

Class Time

1:00 - 3:30 PM

Prerequisites

Admission to SfE & concurrent enrollment in EDE 380

Credit Hours

5


Textbook:
1. Eggen, P. D. and Kauchak, D. P. (2012). Strategies and Models for Teachers: Teaching Content and Thinking Skills.(6th ed.). Boston: Pearson. ISBN 13: 978-0-13-217933-1 2. Farris, P. J. (2012) Elementary and Middle School Social Studies: An Interdisciplinary Instructional Approach (6th ed.). Long Grove, IL: Waveland Press, Inc. ISBN 13: 978-1-57766-734-6 3. Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning. Portland,ME: Stenhouse Publishers. ISBN: 1-57110-3899 4. Wiggins, Grant & McTighe, Jay. (2011) The Understanding by Design Guide to Creating High-Quality Units. ASCD. ISBN: 978-1-4166-1149-3 5. Elementary Ed: Curriculum, Instruction and Assessment Study Guide, Rev 2008 (0011, 5011) eBook. (This is available only from ETS online.) URL: http://www.ets.org/praxis/prepare/materials/5031 6. Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. Contract Period Contract Fee Per Student (Prepaid) Cost Breakdown Per Student, Per Year 1 year $30.00 $30.00 2 years $59.00 $29.50 3 years $87.00 $29.00 4 years $112.00 $28.00 5 years $120.00 $24.00 6 years $125.00 $20.83 2. Send an email to Carol Williams (carol.williams@park.edu) with the following information: a. Your Name b. The Contract Period you wish to purchase c. Your student identification number d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio). 3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. 4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective    Instruction. Alexandria, Virginia: Association for Supervision and Curriculum Development,          2007.

Rutherford, Paula. (2002). Why Didn't I Learn This in College?  Just Ask Publications ISBN:             0966333616

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE359 Elementary Teaching Strategies: This course develops the curriculum and instructional strategies appropriate to the elementary learner. An emphasis is focused on developing knowledge of the Missouri Standards, lesson plans, teaching strategies, and reflection techniques. The course is designed to provide the student with the skills to plan, implement, and evaluate both the teaching and learning processes for the elementary social studies classroom.Prerequisite:Admission to the school for Education. Students must earn at least an "B" in this course before enrolling in directed teaching. Will be taken simultaneously with Practicum. 5:0:5.

Educational Philosophy:
True teachers know that tests do not actually reflect what is learned in a classroom. Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart the belief that anyone and everyone is capable of learning, and that a strong sense of self-efficacy is essential for long-lasting and meaningful learning to occur. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching: learning is an “us-we” instead of “me-them” effort.

Learning Outcomes:
  Core Learning Outcomes

  1. analyze the characteristics and organization of elementary schools, and reflect upon what comprises instructional effectiveness.
  2. discuss and reflect upon issues and views currently being debated in educational circles, both those related to education in general and elementary schools in particular, critically integrating the resulting insights into their own developing teaching philosophies.
  3. analyze and synthesize a typical elementary school curriculum with emphasis on social studies, and examine standards and curriculum frameworks at the district, state, and national levels.
  4. develop and produce appropriate instructional outcomes for elementary school students in various subjects, with emphasis placed upon social studies.
  5. design, develop, and evaluate instructional unit that meets desired learning outcomes, leads to student engagement an ownership, is flexible enough to meet diverse students needs, and facilitates the development of higher order learning outcomes emphasizing the themes in Social Studies.
  6. develop and produce a social studies thematic unit that emphasizes interdisciplinary connections literacy across the curriculum, multiple types of “texts” and resources, active learning, and the use of technology.


Core Assessment:

Core  Assessment:  Social Studies Unit 


 


Assessment:  Reflective/Resource Journal, Crisis Management/ Case Study Notebook, Social Studies Unit 


 


Assessment:  Reflective/Resource  Journal, Portfolio, Crisis Management/Case Study Notebook, Tests 


 


Assessment:    Reflective/Resource, Tests, Journal, Portfolio, test,  and Social Studies unit 


 


Assessment:   Social Studies unit and  lesson plans


 


 

Link to Class Rubric

Class Assessment:

Note: unless otherwise directed, all assignments are due at the beginning of the class session specified in the schedule, and submitted by hand as hard copy.

 

  1. Core Assessment: Thematic Social Studies Unit --- The social studies unit is a complete and corrected unit incorporating the elements and strategies learned in class. The unit will have sections containing methods, strategies, and best practices.  The social studies unit will be interdisciplinary. The integrated unit with an essential question must include at least 8 lesson plans. Formative and summative evaluations must be included.  The final unit should be submitted according to the directions provided in Doc Sharing, Unit/Lesson category. The goal of the social studies unit is to provide each teacher candidate an opportunity to practice and apply the skills needed when developing units of studies for future classroom use. 
  1. “Process” Drafts of Thematic Social Studies Unit --- There will be assignments that will be components of the instructional unit that will become the social studies unit: UbD Stage 1, UbD Stage 2, 8 Daily Lesson Plans (DLPs). The DLPs will be submitted in four (4) sets of two (2). The assignments should be considered “process drafts”; they will be reviewed by peers and instructor. The instructor will give input and suggestions. Students are expected to revise and develop these drafts as their unit takes shape.   You are strongly encouraged to submit revisions ahead of the due date in order to avoid end-of-term loss of points as no revisions are permitted after final due date listed in Schedule of Activities & Topics.
  1. Activities --- Students will do various, structured in-class activities to connect reading, learning, understanding, and reflect on the models and strategies read and presented during the course. The activities will be focused on the needed knowledge and skills a future teacher must have to provide best practices in the classroom. NOTE: Missed activities must be made up. Students must submit a proposal for how to make up the missed activity or submit a short paper of three full (3) double-spaced pages that addresses the focus/purpose of the activity. 
  1. Text Reflections- A thorough understanding of the information and concepts in the texts is essential. To achieve this, a variety of reflective, evaluative formats is required for assigned chapters. These are provided for you in Doc Sharing (Online Resources 4 Text Reflections). These reflective formats serve a triple purpose: (a) provide a structure for analysis, (b) provide resources and experience that can be immediately applied with learners, (c) provide “grist” for in-class discussion activities. Collect ALL your text reflections together, e.g., in folder, spring clip (just make sure then can’t come loose and get lost.)  Attach a sticky note to each reflection labeling the format, e.g., graphic organizer, mind map, etc. Submit on the due date listed in the Schedule of Activities & Topics.
  1. Final ---   The "final" will be MoSPE essays with artifacts uploaded into Foliotek to earn final grade and as part of the portfolio requirement for graduation.   Number of essays TBD.

NOTE: all assignments must be clearly identified with your name, date, and title & number of assignment in upper right hand corner. Any assignment submitted without this will be returned to you unevaluated. This will cost you more time in revisions.

Grading:

Thematic Social Studies Unit

(to be submitted as drafts on due dates)

UbD Stage 1 = 120

 UbD Stage 2 = 80

200 points

Daily Lesson Plans (DLPs)

(to be submitted 2 at a time as drafts on due dates)

8 @ 45pts each

360 points

Activities (book, research, supporting, etc)

10 @ 10 points each 

100 points

Text Reflections

12 at 20 points each 

240 points

Final (MoSpe essays)


Required to earn final grade


 

Grand Total

 

900 points

Must earn an A or B in course. If earn lower than a B, the student must re-take as stated in the catalog. 

900 - 860 = A

859 – 820 = B

Below 720 points = Re-take course as outlined in catalog

Grades are determined by points only.

Much of the semester’s work In all classes is focused on knowledge and skills needed to pass the Praxis successfully. There are no graded portions of the course that includes preparation and/or studying for the Praxis exam although the expectations are such that each student should focus, study, and set a goal for taking the Praxis in April or June. The Praxis must be passed before a student will be placed or can student teach. Passage of the Praxis exam is a Missouri certification requirement.

Late Submission of Course Materials:

Each assignment submitted after due date will lose 10 points. Absolutely no late work will be accepted after the assigned time of the final.  Any missing work/assignments will be recorded as a “zero”.   Any assignment submitted before or on the due date is eligible for unlimited revision up until 7 days before the end of the semester.   With this policy, there is no reason for anyone to earn less than a "A" final grade!

Classroom Rules of Conduct:

This semester is the first one that is solely focused on education coursework. It will be time consuming and it is understood that each member of the class has other responsibilities in his or her life.   With that being said when in class, time and each person should be respected. Be open to ideas, willingly share ideas, and realize that the time and effort you spend this semester will help you reach your goal --- becoming a teacher. 

Park University’s School for Education Dispositions will be used as a self-reflective, instructional, and practical tool to assist each teacher candidate in his or her growth in professional standards. 

  1. Demonstrate respect for yourself, your fellow class members, and your instructor.
  2. Be honest with yourself and others.
  3. Keep your sense of humor. ;o)
  4. Participate in discussions and activities, and invite others to participate as well.
  5. Respect the ideas and opinions of others, even when you believe they are wrong.
  6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc. NO DIGITAL DEVICES ARE TO BE SEEN OR HEARD DURING CLASS SESSIONS. THIS INCLUDES LAPTOPS UNLESS YOU HAVE A DOCUMENTED NEED FOR ONE. If you are expecting an emergency call, then I expect you to inform me at the start of class, then go to the hallway. I will ask you to put away your electronic device if used during class sessions. Such devices should certainly never be used while working with learners or in practicum classroom settings.

Course Topic/Dates/Assignments:

The following is a tentative course schedule for EDE 359. Students will receive updates and/or a more detailed schedule of topics and assignments as needed.   The first month of EDE 359 is detailed for planning purposes.  The schedule has been set up to accommodate the needs of the students as their knowledge and skills develop.   NOTE: all assignments must be clearly identified with your name, date, and title & number of assignment in upper right hand corner. Any assignment submitted without this will be returned to you unevaluated. This will cost you more time in revisions.

Class

Date

Topic

Readings/Preparation

Assignments Due

1

T

1/15

Course Introduction, Syllabus review, Thematic Social Studies Unit, Building a community

Eggen Ch. 1 & 2

Pre-Assessment

 2

R

1/17

?NCSS/GLE, MoSPE, Praxis, Thematic Social Studies Unit (see Farris),

? Preassessment

Farris Ch. 1

? How to do Text Reflections

? Text Reflections: demo & do for Eggen 1 & 2, and Farris 1

? Activity #1 – ThinkLab

3

T

1/22

? How We Learn: Gray Matters

Making Connections

? What is interdisciplinary teaching?

? What is thematic unit curriculum?

? Elementary Curriculum Scope and Sequence SS

Eggen Ch. 3, Farris Ch. 2

? Create themes for units and interdisciplinary

? DUE: Text Reflection #1, Eggen 3 & Farris 2

 4

R

1/25

? Working with Children of Poverty

? How Poverty affects neurobiology of learning


? Activity #2 – Unit Plan “Concept Map”: 

5

T

1/29

? Intro to UbD

? UbD Stage 1: Transfer Goal(s) & “Big Ideas,”

Farris Ch. 3 & 6

? Create theme, and 8 DLP titles; should show sequence of DLPs

? Work on UbD Stage 1 and Unit Rationale

? DUE: Text Reflection #2, Farris 3 & 6

? Activity #3 - Interdisciplinary Map

 6

R

1/31

? UbD Stage 2: Assessment

? GRASPS

?FRAME

?Using social studies to connect to self, text, world

Energizer/Brain Break

? Work on UbD Stage 2, GRASPS

? DUE: UbD Stage 1 Draft

 7

T

2/5

? Lesson Planning, Direct Instruction Model (Hunter model)

?Writing Objectives

? Bloom’s

 

Farris Ch. 7 & 10

? Practice writing objectives & Bloom’s must be MEASURABLE (In class Activity)

? DUE: Text Reflection #3: Farris 7 & 10 (Must use FRAME)

 

? DUE: UbD Stage 2 Draft

 8

R

2/6

?The ART of Questioning

What is discussion?

? Direct Instruction DLP:

      ? Anticipatory Sets

      ? Teacher Input

        ? Modeling

Eggen Ch. 4

? Practice designing Anticipatory Sets, Teacher Input, Modeling

? DUE: Text Reflection #4/Activity #4, Eggen 4 to be done in class cooperatively

9

T

2/12

Multicultural Connections, English Language Learners, All Learners

? Direct Instruction DLP:

       ? Guided Practice

       ? Independent Practice

       ? Closure

Farris Ch. 4 & 5

Energizer/Brain Break

? Practice designing Guided & Independent Practice, Closure

? DUE: Text Reflection #5, Farris 4 & 5 Must be FRAME

 10

R

2/14

Cont.

Energizer/Brain Break

? Activity #5 – Self-Inventory Hidden Rules

11

T

2/19

Needs of All, Strategic Instruction, Direct Instruction Model

Eggen Ch. 9

Energizer/Brain Break

? DUE: Text Reflection #6, Eggen 9

 12

R

2/21

Cont.

Energizer/Brain Break

? DUE: First 2 of 8 DLP drafts

13

T

2/26

Graphic Organizers: Defined, Types Benefits, Uses, Responsibilities

Energizer/Brain Break

Mind Mapping


 14

R

2/28

Sustaining interest by varying activities, Inquiry

Energizer/Brain Break

Share Activity

? Activity #6 - TBD

15

T

3/5

Guided Discovery Model, Building a Bibliography, Resource File

Eggen Ch. 5

Energizer/Brain Break

Guided Discovery

? DUE: Text Reflection #7, Eggen 5—Must be Mind Map

? DUE: Second 2 of 8 DLP drafts

16 

R

3/7 

Civic Education in a Democratic Society

Farris Ch. 12

? DUE: Text Reflection #8, Farris 12

 

 

SPRING BREAK MARCH 10 - 16

 

17 

T

3/19

Problem/Project-Based Learning

Eggen Ch. 8

? DUE: Text Reflection #9, Eggen 8 Must be Mind Map

18

R

3/21

Aligning instructional activities with instructional outcomes Assessment (Pre-Post, formative, summative)


Activity #7 - Problem Based Activity

19

T

3/26

Concept Attainment, Building exemplars & non-exemplars

Eggen Ch. 6

 ? DUE: Text Reflection #10, Eggen 6

20

R

3/28

Integrating Social Studies and the Arts

Farris Ch. 14

Share Activity

? DUE: Text Reflection #11, Farris 14

? DUE: Third set of 2 of 8 DLP drafts

 21

T

4/2

Peer Review Concept Attainment Lesson

Farris Ch. 9

Activity #8 - Concept Attainment

Linkage Essay to NCSS Ten Themes peer review

? DUE: Text Reflection #12, Farris 9

22

R

4/4

Economics Education, Praxis overview, Portfolio Writing

Develop Praxis study plan

Final Portfolio Writing

 

 23

T

4/9 

Linkage Essay to NCSS Ten Themes peer review, Differentiation, Expectations for All


? DUE: Last set of 2 DLPs (should now have completed 8 drafts of DLPs)

24

R

4/11

Differentiation, Expectations for All, further discussion of best practices


? DUE: Collection of Text Reflections

 25

T

4/16 

Praxis Review, study guides, best practices, differentiation


? Activity #9 – TBD

 26

R

4/18 

Praxis Simulation (2 hour)



27

T

4/23

Praxis

Review the Semester

 

Self-Assessment of Unit calculated and handed in with unit

28

R

4/25

Praxis Discussion, Dispositions filled out, Portfolio Writing and planning

Share the BEST!

? Activity #10 - TBD

29

T

4/30

Discuss Portfolio essays (take notes for future use)

Let the Sharing continue

 

30

R

5/2

Use as needed

? DUE: Thematic Social Studies Unit Due – Final Version All UbD & DLP revisions.

 

Absolute deadline for any & all revisions at 3:30 p.m. No assignments will be considered for points after 3:30 on 5/3.

31

T

5/7

Final exam date; use if needed



Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2012-2013 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2012-2013 Undergraduate Catalog Page 98
Instructor's Attendance Policy:  
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor ahead of time (excepting emergencies).  
• The following will be unconditionally excused and require documentation:  medical/ dental emergency, student's hospitalization, serious illness of close family member, natural disasters, jury duty, unexpected military call-up, death in family.  (It is troubling to ask and be asked for a funeral notice or proof of treatment, so please avoid all discretionary absences!)
• The following will not be considered excused:  job schedule, wedding/family event, other class/test schedule, other avoidable situations.  
• The instructor will uphold the policies set out in this syllabus.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4, 5, 6  Development of unit                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
____ The more than the 14 listed unit's elements are developed in detail.







____ The author's intentions are detailed and referenced.







____ The Teaching Strategies are original, organized, and “classroom ready”;  







____ Attachments  are included, labeled and are of excellent quality.







____ The work is an original synthesis with documented resources and demonstrates creativity and enthusiasm throughout the lessons in the unit.























 
____Thirteen of the listed unit's elements are developed in detail.







____ The author's intentions are clearly stated.







____ The Teaching Strategies are “classroom ready”  







____ All attachments  are included and are of good quality.







____ The work is an original synthesis and demonstrates creativity and enthusiasm in 8 or 9 lessons.























 
____ Twelve of unit's various elements are included.







____ The author's intentions must be inferred.







____ The Teaching Strategies are somewhat “classroom ready”  







____ Nearly all attachments  are included and are of good quality.







____ The work is partially original synthesis., but mostly copied from other sources, ex. Internet.







____ The author's creativity and enthusiasm in the topic is difficult to identify in the unit.















 
___Eleven or fewer of the unit's elements are included.







___The author's intentions can not be established.







___Few attachments are included and/or are of poor quality.







___The work is a re-creation of other sources, ex. Internet.







___The unit lacks creativity and enthusiasm, ex. Direct instruction only.















 
Analysis                                                                                                                                                                                                                                                   
Outcomes
3, 4, 5  Learning Goals/Objectives                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
____ Ten or more lessons are aligned  with national, state, and local standards.







____ Five outcomes/goals for unit are identified and explained at the beginning of the unit and each corresponding lesson and evaluation has the appropriate outcome/goal referenced .







___  Two measurable behavior objectives that incorporates varying levels of Bloom's Taxonomy for each lesson







____   Objectives enhance the anticipatory set,  procedures, and lesson assessment







____   Objectives are motivating  for students' age and development







___   Documentation is included of surrounding area public school guidelines for unit compliance























 
____Ten lessons are aligned with national, state, or local standards







____Five outcomes/goals are identified at the beginning of the unit.







___   A measurable objective that utilizes Bloom's Taxonomy is included in each lesson.







____   Objectives match each procedure and lesson assessment







____   Objectives are appropriate for students' age and development, and surrounding area public school guidelines















 
____Nine to eight lessons are aligned with national, state, or local standards







____Four to three outcomes/goals are indentified for unit, but not specifically connected to the lessons.







___   A measurable objective is written for each lesson







____   Two or less objectives do not clearly  match the procedures and lesson assessment







____   Some objectives do not appear to be motivating for students' age and development and questionable compliance with surrounding area public school guidelines















 
___Seven or less of the lessons are aligned with National, state, or local standards.







___Two or less outcomes/goals for the unit are not listed at the beginning of each lesson.







___Each lesson does not contain a measurable objective.







___Three or more objectives do not clearly match the procedures and lesson assessment.







___Objectives do not appear to be motivating for students' age and development and are inappropriate for surrounding area public school guidelines.







 
Evaluations                                                                                                                                                                                                                                                
Outcomes
3, 5  Assessment                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
_____Alignment of assessment with learning goals/objectives, anticipatory set,  and instruction with explanation







____    Detailed explanation of criteria for performance and/or assessment.







____    Detailed explanation and inclusion of Student-self evaluation ready for class use.







____Detailed Adaptations or accommodations for special needs that are lesson specific























 
_____ Alignment of assessment with learning goals/objectives and instruction







____    Clarity of criteria for performance and/or assessment







____    Inclusion of  Student self-evaluation ready for class use.







____Adaptations or accommodations for special needs are lesson specific























 
_____ Inferred alignment with learning goals/objectives and instruction.







____  Inferred criteria for performance and/or assessment.







____  Student self-evaluation not ready for class use.







____Adaptations/accommodations for special needs are not lesson specific for each lesson















 
___Little identifiable alignment with learning goals/objectives and instruction.







___Little identifiable criteria for performance and/or assessment.







___No student self-evaluation included.







___Adaptations/accommodations for special needs are missing.







 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 5   Contextual Factors                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
____  Detailed information that includes statistics and reflection of Community, school, and classroom factors







____  Detailed information that includes specifics, such as testing information, and reflection of characteristics of students







____  Detailed information and reflection of students' varied approaches to learning that includes specific learning styles, intelligences, etc.  







____  Detailed information and reflection of students' skills and prior learning, such as reference to examples







____  Explicit of three or more implications for instructional planning and assessment (specific examples)















 
____  Information and reflection of Community, school, and classroom factors are all documented







____  Information and reflection of characteristics of students are documented







____  Information and reflection of students' varied approaches to learning are documented







____  Information and reflection of students' skills and prior learning are documented







____  Two or more implications for instructional planning and assessment are easily identified















 
____Information and reflection of two of the three factors:  Community, school, or classroom







____ Brief information and reflection of characteristics of students that limits the evaluator's ability to evaluate lesson plans with student ability.







____ Brief information and reflection of students' varied approaches to learning







____Little information and reflection of students' skills and prior learning







____  One or more implications for instructional planning and assessment.















 
___Information and reflection of one of the three factors:  community, school, or classroom.







___Missing information and/or reflection of the characteristics of the students.







___Missing information and/or reflection of students' varied approaches to learning.







___ Missing information and reflection of student's skills and/or prior learning,







___Missing implications for instructional planning and assessment.







 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 4, 5, 6  Instructional Effectiveness                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
____The unit overall is appropriate for the age level and is documented with curriculum guides, pre-testing, etc.







____The sequence of every Teaching Strategy, as well as that of the activities within each Teaching Strategy, are documented with evidence that they are natural and logical.







____The unit documents elements for different learning styles/multiple intelligences and identifies these elements in over 5 lessons..







____ Adaptations for every lesson are included and explained in detail to help diverse learners achieve learning outcomes.







____The unit documents relationship to children's interests and prior knowledge.







____Four or more assessments are included and analyzed















 
____The unit overall is appropriate for the age level specified







____The sequence of every Teaching Strategy, as well as that of the activities within each Teaching Strategy, seems natural and logical.







____The unit has over 3 lessons that account for different learning styles/multiple intelligences







____ Adaptations for every lesson are included to help diverse learners achieve learning outcomes.







____The unit relates to children's interests and prior knowledge according to national standards.







____At least 3 methods for assessing learning are included















 
____The unit has at least one element that is not appropriate for the age level specified.







____The sequence of one of the Teaching Strategies or activities within each Teaching Strategy, does not seem natural and logical.







____The unit has less than 3 accommodations or lessons that address different learning styles/multiple intelligences







____ Adaptations for every lesson are included to help diverse learners, but do not relate to learning outcomes and/or lack relevancy or creativity.







____The unit can be inferred to relate to children's interests and prior knowledge, but includes no direct proof.







____ At least two methods of assessment are included.















 
___The unit is not appropriate for the age level specified according to national standards.







___The sequence of more than one of the Teaching Strategies or activities with in each Teaching Strategy, does not seem natural and logical.







___The unit has no accommodations or lessons that address different learning styles/multiple intelligences.







___Adaptations to help diverse learners are missing.







___The unit can not be inferred to relate to children's interests and prior knowledge.







___ Less than two methods of assessment are included.















 
Application                                                                                                                                                                                                                                                
Outcomes
3, 4, 5, 6  Design for Instruction                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
____   A creative, engaging introductory lesson that sets a tone of excitement for future lessons.







____  Documented and explained alignment with learning goals/objectives







____  Closure/summary lesson that summarizes the unit with excitement.







Lessons include:







____  Standards (national, state, and local)







____ Anticipatory Set (creative, motivating, and lesson specific)







____ Objectives (measurable, motivating and match the lesson procedures)







____  Clarity of Procedures (steps) of lesson plan that are detailed, descriptive, and sequential.







____ Closure is brief, is motivating, assesses learning, and related to objective.







____ Creative and motivating adaptations/accommodations that are lesson specific for special needs















 
____Introductory lesson that sets the engages the students for future lessons.







____  Clear alignment with learning goals/objectives







____  Closure/summary lesson that summarizes the unit.























Lessons include:







____  Standards (National and State)







____ Anticipatory Set (lesson specific)







____ Objectives (measurable and related to lesson procedures)







____  Clarity of Procedures (steps) of lesson plan that are sequential







____ Closure is brief and assesses objective







____ Appropriate adaptations/accommodations for special needs that are lesson specific















 
____ An introductory lesson that starts the unit, but isn't engaging or motivating for future lessons.







____  Inferred alignment with learning goals/objectives in each lesson.







____  An inferred closure/summary lesson







Lessons include:







____  Standards (State)







____ Anticipatory Set (not lesson specific)







____ Objectives included, but not clearly related to the lesson.







____  Procedures (steps) of lesson plan must be interpreted







____ Closure is lengthy and teaches.







____Adaptations/accommodations for special needs are not lesson specific















 
___Missing the introductory lesson.







___No alignment with learning goals in each lesson.







__No closure/ summary lesson.







Lessons lack:







___Standards







___Anticipatory Set







___Objectives that match the lesson







___Clarity of Procedures (steps)







     of lesson plan







___Closure







___Adaptations/accommodations







for special needs







 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
6 Mechanics                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          
___More than the 14 elements of the unit are present (see checklist)







____ Unit is proofread and free of typos and errors in spelling, grammar, punctuation, etc.







____ Unit is presented so that it has a colorful creative, but also neat and professional appearance in an appropriate binder.







____Elements of the unit are clearly labeled, easy to find and numbered for table of contents.







____ Teaching Strategies contain all the required sections as specified in the model provided in class and include references.















 
___The 14 required elements of the unit are present (see checklist)







____ Unit is proofread and has less than 5 typos and errors in spelling, grammar, punctuation, etc.







____ Unit is presented so that it has a neat, professional appearance in an appropriate binder.







____Elements in the unit are clearly labeled and easy to find.







____ Teaching Strategies contain all elements as specified in the model provided in class, are sequential, and written so that they are easy to follow.















 
___Less than 14 of the  required elements of the unit are present (see checklist)







____ Unit is proofread and has less than 10 typos and errors in spelling, grammar, punctuation, etc.







____ Unit is presented so that it has in an appropriate binder.







____Elements of the unit are easily found or clearly labeled. ____ Teaching Strategies are included and follow the model provided in class.















 
___Less than 12 of the required elements of the unit are present (see checklist)







___Unit has more than 10 typos and errors in spelling, grammar, punctuation, etc.







___Unit is not in an appropriate binder.







___Elements of the unit are not labeled or easily found.







___Teaching Strategies are missing elements or are difficult to interpret (follow).







 
Component                                                                                                                                                                                                                                                  
Outcomes
3, 4, 6  Unit Design                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
____NCSS and Missouri Standards are incorporated into the unit, and referred to in the unit and lesson plans.







____ The unit is interdisciplinary, encompassing at least 5 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)







____ A variety of  8 or more resources were used to develop the unit, and are clearly documented both within the unit, lesson plans and in a bibliography.







____ The Content Outline/Map is colorful and contains at least 6 subjects with at least 10 Key concepts in each subject area.







____ Outcome statements are written to take students to higher levels of Bloom's Taxonomy (Application, Analysis, Synthesis, Evaluation) and include affective, psychomotor, and cognitive domains.







____ Teaching Strategies compliment the stated outcomes and an explanation of their effectiveness is included.







____ Assessment procedures (both daily and overall) assess whether stated outcomes are met and include at least one rational to demonstrate the relationship.







___All elements of the unit are coherent, fit together consistently and polished.















 
____NCSS and Missouri Standards are incorporated into the unit and lesson plans.







____ The unit is interdisciplinary, encompassing 3-4 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)







____ A variety of 5 or more resources were used to develop the unit, and are clearly documented within the unit and in a bibliography.







____ The Content Outline/Map contains at least 5 subject areas with at least 6 Key Concepts.







____ Outcome statements are written to take students to higher levels of Bloom's Taxonomy (Application, Analysis, Synthesis, Evaluation)







____ Teaching Strategies clearly compliment the stated outcomes.







____ Assessment procedures (both daily and overall) will assess whether stated outcomes are met.







___All elements of the unit are coherent and fit together consistently.















 
____NCSS or Missouri Standards are incorporated into the unit and lesson plans.







____ The unit is interdisciplinary, encompassing less than 3 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)







____ A variety of 4 or more resources were used to develop the unit and are listed in the bibliography.







____ The Content Outline/Map contains 4 subject areas with at least 4 key concepts.







____ Outcome statements are written using different levels of Bloom's Taxonomy







____ Teaching Strategies can be inferred to compliment the stated outcomes.







____ Assessment procedures for daily or overall are included and will assess whether stated outcomes are met.







___All elements of the unit are coherent.















 
___NCSS and Missouri Standards are missing in the unit and the lesson plans.







____ The unit is interdisciplinary, encompassing less than 2 subject areas (Social Studies, Communication Arts, Mathematics, Science, etc.)







___Less than 2 resources were used to develop the unit and are listed in the bibliography.







___The Content Outline/Map contains fewer than 4 subject areas with fewer than 4 key concepts.







___Outcome statements do not include different levels of Bloom's Taxonomy







___Teaching Strategies do not compliment the stated outcomes.







___Assessment procedures are missing.







___Elements of the unit are disjointed and lack coherence.







 

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Last Updated:1/23/2013 5:21:50 PM