Instructional Strategy /Clinical Field Experience B: Classroom Assessments

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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).

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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.
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Instructional Strategies Chart
Part 1: Instructional Strategies Chart
English Language Arts
English Language Arts
(Reading) Standard:

Grade 7
ELAGSE7RL1 Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text.

Learning Objective(s):

At the conclusion of this activity, learners will be able to identify and
explain how several pieces of relevant evidence from the text link together
to support a conclusion.
Instructional Strategies

Anticipatory Set: How
you will create
engagement in the
learning activity

Activity:
The first engagement activity will be framing the entire lesson for students
to understand what is needed of them and what they will learn. I will play a
five minute clip showing the details of the lesson, the goals, share with
them what previous students have done and succeeded before, and ask the
students to reflect on their learning. Getting the students to think will
motivate them to learn. I will get the student to develop KWL charts and
fill in what they know about the lesson, what they want to know and leave
the blank third column to fill what they have learned at the end of the
lesson.

Teacher-Centered
Approach: Direct
Instruction (Modeling)

Activity:
The teacher will teach the students using lectures, and presentations. The
teacher will give the students a rubric or grading guide to direct their
assignments and facilitate learning (Scott, Hirn & Alter, 2014).

Student-Centered
Approach: Inquirybased Learning
(Guided/whole group
practice)

Activity:

Student-Centered

Activity:

The student will form groups of four to discuss the concepts learned in
class. The students will discuss with each other on a concept and present
any questions they have...


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