Description
Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities are aligned to the chosen ELA reading standard, math standard, and learning objectives. Instructional strategies must include: Anticipatory Set: How you will set the stage for the learning activity and create student engagement. Teacher-Centered Approach: Direct Instruction (Modeling). Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).Student-Centered Approach: Cooperative Learning (Independent/Individual learning).
ASSIGNMENT1 : Instructional Strategies Due Date: Sep 26, 2018 23:59:59
Max Points: 75
Details:
Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student
engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and
whole group practice to make sure students understand content, and independent practice of content. These
instructional strategies can be utilized across content areas.
Part 1: Instructional Strategies Chart
Select a K-8 grade level, an English language arts reading standard, and a math standard. Complete the “Instructional
Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and
math.
Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities
are aligned to the chosen ELA reading standard, math standard, and learning objectives.
Instructional strategies must include:
•
•
•
•
Anticipatory Set: How you will set the stage for the learning activity and create student engagement.
Teacher-Centered Approach: Direct Instruction (Modeling).
Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).
Student-Centered Approach: Cooperative Learning (Independent/Individual learning).
Part 2: Reflection
Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:
1. How do these strategies lend themselves to creating student engagement and promote learning in the classroom?
2. How the instructional strategies are appropriate for achieving established learning goals?
3. How you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit the “Instructional Strategies Chart” and reflection as one deliverable.
Rubic:
5
Target
100.00%
100.0 %Content
5.0 %English Language
Arts Standard and Math
Learning Objective
5.0 %Anticipatory Set
Template includes proficiently relevant ELA and math state
standards with expertly aligned and thoughtfully developed
learning objectives.
Template includes a well-developed anticipatory set with an indepth description of how to create student engagement in the
learning activity.
15.0 %Teacher-Centered Template includes well-crafted instructional strategies, which
Approach
demonstrate best practices for students that include proficient
teacher-centered approaches with direct instruction specific
for ELA and math.
15.0 %Student-Centered Template includes well-crafted instructional strategies, which
Approach: Inquiry-Based demonstrate best practices for students that include studentlearning
centered approaches with inquiry-based learning specific for
ELA and math.
15.0 %Student-Centered Template includes well-crafted instructional strategies, which
Approach: Cooperative demonstrate best practices for students that include studentLearning
centered approaches with cooperative learning specific for ELA
and math.
15.0 %Reflection and
Reflection clearly describes carefully planned, plausible
Future Implications
reasoning for choices of instructional strategies, how these
strategies are effective, and create student engagement.
Conclusions and applications to future practice are insightful
and clearly reflect growth and development as a professional.
15.0 %Research Citations All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct
within the submission.
15.0 %Mechanics of
Submission is virtually free of mechanical errors. Word choice
Writing (includes
reflects well-developed use of practice and content-related
spelling, punctuation,
language. Sentence structures are varied and engaging
grammar, language use)
Assignment 2: Clinical Field Experience B: Classroom Assessments and Instructional Planning Observation and Collaboration
Due Date: Sep 26, 2018 23:59:59
Max Points: 25
Details:
Allocate at least 4 hours in the field to support this field experience.
Assessment is a crucial part of the educational process. Since you have had the opportunity to observe various
instructional strategies in an elementary classroom.
Observe and collaborate with a teacher in a Grade K-8 classroom about the assessment practices and instructional
planning implemented in his or her classroom. If already completed, share your “Instructional Strategies Chart” that you
created during Topic 3 and ask for feedback from your mentor teacher.
Part 1: Teacher Collaboration
Below is a list of questions to address during collaboration with your mentor teacher:
•
•
•
•
•
•
What assessments do you use in the classroom and what are their purposes?
Do you use data from assessments to plan lessons? How do you organize and analyze assessment data?
What steps do you take in creating and implementing assessments? What are some tips you have for a new
teacher learning how to create, implement, and analyze assessments?
When you were a new teacher, how much time did you allocate to lesson planning? Typically, how long did it
take to write a lesson plan?
What resources do you use to supplement your instruction and/or help you plan for student-centered
instruction?
What advice can you give me in terms of creating engaging lesson plans that involve students in the learning
process?
Ask three additional questions of your own.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out
opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction
in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on your observation and collaboration and how different forms of assessment
and instructional planning are implemented in the classroom. Explain how you will use your findings in your future
professional practice.
With additional hours, speak with your mentor teacher and, provided permission, seek out opportunities observe
and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Speak with your mentor teacher about implementing a mini-lesson during Clinical Field Experience C, either to the
whole class or to a small group chosen by the mentor teacher.
Submit the teacher collaboration and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
Rubric
5
Target
100.00%
100.0 %Content
35.0 %Clinical Field Experience
Summary comprehensively describes observations and mentor
Reflection: Observations and Mentor teacher interview. Interview with mentor teacher thoughtfully and
Interview
insightfully inquires about how different forms of assessment, data,
and lesson planning are implemented in the classroom.
35.0 %Clinical Field Experience
Reflection includes compelling conclusions and applications to
Reflection: Future Professional
future assessment and instructional planning that are insightful and
Practice Application
thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes Submission is virtually free of mechanical errors. Word choice
spelling, punctuation, grammar,
reflects well-developed use of practice and content-related
language use)
language. Sentence structures are varied and engaging.
Course Readings Resource Lists:
Textbook
1. Lesson Planning: A Research-Based Model for K-12 Classrooms
Read Chapter 6.
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12-classrooms_ebook_1e.php
Electronic Resource
1. Critical Thinking in the Elementary Classroom: Problems and Solutions
Read “Critical Thinking in the Elementary Classroom: Problems and Solutions,” by Schneider, from the Educators Publishing
Service (2002).
https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/articles/Critical_Thinking-Schneider.pdf
2. Five Highly Effective Teaching Practices
Read, “Five Highly Effective Teaching Practices,” by Alber, located on the Edutopia website (2015).
http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber
3. Student-Centered Learning: It Starts With the Teacher
Read “Student-Centered Learning: It Starts With the Teacher,” by McCarthy, located on the Edutopia website (2015).
http://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy
4. Teaching Methods
Read “Teaching Methods,” located on the Teach website.
https://teach.com/what/teachers-teach/teaching-methods/
e-Library Resource
1. Best Practices for Ensuring that Assessments Guide Instructional Practices and Honor Student Learning in the Process
Read “Best Practices for Ensuring that Assessments Guide Instructional Practices and Honor Student Learning in the Process,” by
McLester, located in Principal (2016).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=118536736&site=ehostlive&scope=site
2. Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors
Read “Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors,” by Scott, Hirn, and Alter, located
in Preventing School Failure (2014).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97015030&site=ehostlive&scope=site
Instructional Strategies Chart
Part 1: Instructional Strategies Chart
English Language Arts
English Language Arts
(Reading) Standard:
Learning Objective(s):
Instructional Strategies
Anticipatory Set: How
you will create
engagement in the
learning activity
Teacher-Centered
Approach: Direct
Instruction (Modeling)
Activity:
Student-Centered
Approach: Inquirybased Learning
(Guided/whole group
practice)
Activity:
Activity:
Student-Centered
Activity:
Approach: Cooperative
Learning
(Independent/individual
learning)
© 2016 Grand Canyon University. All Rights Reserved.
Math
Math Standard:
Learning Objective(s):
Instructional Strategies
Anticipatory Set: How
you will create
engagement in the
learning activity
Teacher-Centered
Approach: Direct
Instruction
(Modeling)
Activity:
Student-Centered
Approach: Inquirybased Learning
(Guided/whole group
practice)
Activity:
Activity:
Student-Centered
Activity:
Approach: Cooperative
Learning
(Independent/individual
learning)
© 2016 Grand Canyon University. All Rights Reserved.
Part 2: Reflection
© 2016 Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
Max Points: 75
Details:
Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student
engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and
whole group practice to make sure students understand content, and independent practice of content. These
instructional strategies can be utilized across content areas.
Part 1: Instructional Strategies Chart
Select a K-8 grade level, an English language arts reading standard, and a math standard. Complete the “Instructional
Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and
math.
Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities
are aligned to the chosen ELA reading standard, math standard, and learning objectives.
Instructional strategies must include:
•
•
•
•
Anticipatory Set: How you will set the stage for the learning activity and create student engagement.
Teacher-Centered Approach: Direct Instruction (Modeling).
Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).
Student-Centered Approach: Cooperative Learning (Independent/Individual learning).
Part 2: Reflection
Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:
1. How do these strategies lend themselves to creating student engagement and promote learning in the classroom?
2. How the instructional strategies are appropriate for achieving established learning goals?
3. How you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit the “Instructional Strategies Chart” and reflection as one deliverable.
Rubic:
5
Target
100.00%
100.0 %Content
5.0 %English Language
Arts Standard and Math
Learning Objective
5.0 %Anticipatory Set
Template includes proficiently relevant ELA and math state
standards with expertly aligned and thoughtfully developed
learning objectives.
Template includes a well-developed anticipatory set with an indepth description of how to create student engagement in the
learning activity.
15.0 %Teacher-Centered Template includes well-crafted instructional strategies, which
Approach
demonstrate best practices for students that include proficient
teacher-centered approaches with direct instruction specific
for ELA and math.
15.0 %Student-Centered Template includes well-crafted instructional strategies, which
Approach: Inquiry-Based demonstrate best practices for students that include studentlearning
centered approaches with inquiry-based learning specific for
ELA and math.
15.0 %Student-Centered Template includes well-crafted instructional strategies, which
Approach: Cooperative demonstrate best practices for students that include studentLearning
centered approaches with cooperative learning specific for ELA
and math.
15.0 %Reflection and
Reflection clearly describes carefully planned, plausible
Future Implications
reasoning for choices of instructional strategies, how these
strategies are effective, and create student engagement.
Conclusions and applications to future practice are insightful
and clearly reflect growth and development as a professional.
15.0 %Research Citations All sources are credible, appropriate, and strongly support the
submission. All required aspects of APA format are correct
within the submission.
15.0 %Mechanics of
Submission is virtually free of mechanical errors. Word choice
Writing (includes
reflects well-developed use of practice and content-related
spelling, punctuation,
language. Sentence structures are varied and engaging
grammar, language use)
Assignment 2: Clinical Field Experience B: Classroom Assessments and Instructional Planning Observation and Collaboration
Due Date: Sep 26, 2018 23:59:59
Max Points: 25
Details:
Allocate at least 4 hours in the field to support this field experience.
Assessment is a crucial part of the educational process. Since you have had the opportunity to observe various
instructional strategies in an elementary classroom.
Observe and collaborate with a teacher in a Grade K-8 classroom about the assessment practices and instructional
planning implemented in his or her classroom. If already completed, share your “Instructional Strategies Chart” that you
created during Topic 3 and ask for feedback from your mentor teacher.
Part 1: Teacher Collaboration
Below is a list of questions to address during collaboration with your mentor teacher:
•
•
•
•
•
•
What assessments do you use in the classroom and what are their purposes?
Do you use data from assessments to plan lessons? How do you organize and analyze assessment data?
What steps do you take in creating and implementing assessments? What are some tips you have for a new
teacher learning how to create, implement, and analyze assessments?
When you were a new teacher, how much time did you allocate to lesson planning? Typically, how long did it
take to write a lesson plan?
What resources do you use to supplement your instruction and/or help you plan for student-centered
instruction?
What advice can you give me in terms of creating engaging lesson plans that involve students in the learning
process?
Ask three additional questions of your own.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out
opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction
in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on your observation and collaboration and how different forms of assessment
and instructional planning are implemented in the classroom. Explain how you will use your findings in your future
professional practice.
With additional hours, speak with your mentor teacher and, provided permission, seek out opportunities observe
and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Speak with your mentor teacher about implementing a mini-lesson during Clinical Field Experience C, either to the
whole class or to a small group chosen by the mentor teacher.
Submit the teacher collaboration and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
Rubric
5
Target
100.00%
100.0 %Content
35.0 %Clinical Field Experience
Summary comprehensively describes observations and mentor
Reflection: Observations and Mentor teacher interview. Interview with mentor teacher thoughtfully and
Interview
insightfully inquires about how different forms of assessment, data,
and lesson planning are implemented in the classroom.
35.0 %Clinical Field Experience
Reflection includes compelling conclusions and applications to
Reflection: Future Professional
future assessment and instructional planning that are insightful and
Practice Application
thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes Submission is virtually free of mechanical errors. Word choice
spelling, punctuation, grammar,
reflects well-developed use of practice and content-related
language use)
language. Sentence structures are varied and engaging.
Course Readings Resource Lists:
Textbook
1. Lesson Planning: A Research-Based Model for K-12 Classrooms
Read Chapter 6.
http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12-classrooms_ebook_1e.php
Electronic Resource
1. Critical Thinking in the Elementary Classroom: Problems and Solutions
Read “Critical Thinking in the Elementary Classroom: Problems and Solutions,” by Schneider, from the Educators Publishing
Service (2002).
https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/articles/Critical_Thinking-Schneider.pdf
2. Five Highly Effective Teaching Practices
Read, “Five Highly Effective Teaching Practices,” by Alber, located on the Edutopia website (2015).
http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber
3. Student-Centered Learning: It Starts With the Teacher
Read “Student-Centered Learning: It Starts With the Teacher,” by McCarthy, located on the Edutopia website (2015).
http://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy
4. Teaching Methods
Read “Teaching Methods,” located on the Teach website.
https://teach.com/what/teachers-teach/teaching-methods/
e-Library Resource
1. Best Practices for Ensuring that Assessments Guide Instructional Practices and Honor Student Learning in the Process
Read “Best Practices for Ensuring that Assessments Guide Instructional Practices and Honor Student Learning in the Process,” by
McLester, located in Principal (2016).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=118536736&site=ehostlive&scope=site
2. Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors
Read “Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors,” by Scott, Hirn, and Alter, located
in Preventing School Failure (2014).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97015030&site=ehostlive&scope=site
Instructional Strategies Chart
Part 1: Instructional Strategies Chart
English Language Arts
English Language Arts
(Reading) Standard:
Learning Objective(s):
Instructional Strategies
Anticipatory Set: How
you will create
engagement in the
learning activity
Teacher-Centered
Approach: Direct
Instruction (Modeling)
Activity:
Student-Centered
Approach: Inquirybased Learning
(Guided/whole group
practice)
Activity:
Activity:
Student-Centered
Activity:
Approach: Cooperative
Learning
(Independent/individual
learning)
© 2016 Grand Canyon University. All Rights Reserved.
Math
Math Standard:
Learning Objective(s):
Instructional Strategies
Anticipatory Set: How
you will create
engagement in the
learning activity
Teacher-Centered
Approach: Direct
Instruction
(Modeling)
Activity:
Student-Centered
Approach: Inquirybased Learning
(Guided/whole group
practice)
Activity:
Activity:
Student-Centered
Activity:
Approach: Cooperative
Learning
(Independent/individual
learning)
© 2016 Grand Canyon University. All Rights Reserved.
Part 2: Reflection
© 2016 Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
Categories: