520 paper
High quality teaching requires educators to be able to articulate their process for developing lessons and identifying selected instructional activities. As teachers reflect on their teaching practices they become better at identifying and articulating their process for selecting instructional activities and communicating how they affected student learning.
For this assignment, create two data tracking charts using technology based on the data you collected on the targeted teaching activity implemented with your identified student.
One of the charts should be in a student-friendly format to be used with the student to discuss his or her progress. The other chart should be in a format that could be shared with colleagues for collaboration on identifying student needs.
In addition to your two charts, compose a 750-1,000 word reflective paper describing your targeted teaching activity and the process you underwent to develop it.
Your reflection should include:
How and what data/information was used to identify the selected student.
How and what data/information was used to select the identified learning objective.
How and what data/information was used to develop the targeted learning activity.
How data relevant to the targeted teaching plan was collected, organized, and analyzed.
An explanation for data as a primary resource when developing instruction.
How these assessment practices represent ethical and professional responsibilities around analyzing and reporting data in order to promote positive outcomes for the student.
Describe how to share the plan with families and stakeholders to promote collaboration and partnerships.
Support your assignment with at least three scholarly resources.
Readings-
http://www.gcumedia.com/digital-resources/pearson/2015/assessing-and-guiding-young-childrens-development-and-learning_6e.php
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=90795547&site=ehost-live&scope=site
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=114680493&site=ehost-live&scope=site
http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
ECE-520 ECE-520-O500 Benchmark – Data-Driven Lesson Planning 300.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Criteria 100.0%
Student-Friendly Chart 10.0% Not addressed. The student-friendly chart is ineffective and flawed. The student-friendly chart is unclear and shallow. The student-friendly chart is clear and effective. The student-friendly chart is comprehensive.
Chart for Colleagues 10.0% Not addressed. The chart for the colleagues is unrelated and incomprehensible. The chart for the colleagues is unfocused and inexplicit. The chart for the colleagues is accurate and detailed. The chart for the colleagues is insightful and exceptional.
Data/Information COE 4.1 10.0% Not addressed. The data/information was used to identify the selected student, to select the identified learning objective, and to develop the targeted learning activity was imprecise. The data/information that was used to identify the selected student, to select the identified learning objective, and to develop the targeted learning activity was inexplicit. The data/information that was used to identify the selected student, to select the identified learning objective, and to develop the targeted learning activity was descriptive. The data/information that was used to identify the selected student, to select the identified learning objective, and to develop the targeted learning activity was thorough.
Data Relevancy COE 4.2 10.0% Not addressed. How data relevant to the targeted teaching plan was collected, organized, and analyzed was unrealistic. How data relevant to the targeted teaching plan was collected, organized, and analyzed was minimal. How data relevant to the targeted teaching plan was collected, organized, and analyzed was relevant. How data relevant to the targeted teaching plan was collected, organized, and analyzed was compelling and proficient.
Explanation for Data 10.0% Not addressed. The explanation for the data as a primary resource when developing instruction was poor. The explanation for the data as a primary resource when developing instruction was weak. The explanation for the data as a primary resource when developing instruction was logical. The explanation for the data as a primary resource when developing instruction was in-depth.
Assessment Practices COE 4.3 10.0% Not addressed. The assessment practices represent ethical and professional responsibilities around analyzing and reporting data in order to promote positive outcomes for the student are ineffective. The assessment practices represent ethical and professional responsibilities around analyzing and reporting data in order to promote positive outcomes for the student are vague. The assessment practices represent ethical and professional responsibilities around analyzing and reporting data in order to promote positive outcomes for the student are effective. The assessment practices represent ethical and professional responsibilities around analyzing and reporting data in order to promote positive outcomes for the student are insightful.
Collaboration and Partnerships COE 4.5 10.0% Not addressed. Includes an insufficient narrative describing how to share the plan with families and stakeholders to promote collaboration and partnerships. Includes an underdeveloped narrative describing how to share the plan with families and stakeholders to promote collaboration and partnerships. Includes a sound narrative describing how to share the plan with families and stakeholders to promote collaboration and partnerships. Includes a well- crafted narrative describing how to share the plan with families and stakeholders to promote collaboration and partnerships.
Aesthetic Quality 10.0% Not addressed. Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.
Research Citations 10.0% Not addressed. Many citations are missing where needed; or sources are not credible; or the references page includes numerous errors; or most aspects of the required format are missing or mistaken throughout the entire submission. Some citations are missing where needed; or the citations do not support the submission; or some sources may not be credible; or references page includes some errors; or many aspects of the required format are missing or mistaken throughout the entire submission. In-text citations are complete and virtually error free. Sources are credible and adequate for the submission. The references page has very few errors. The required format is utilized for the most part throughout the submission. In-text citations are complete, error-free, and arranged appropriately. Sources are credible and appropriate for the submission. The sources strongly support the submission. The references page is free of errors. All aspects of the required format are correct within the submission.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%
