Evaluate candidate skills in a comprehensive way

Reference no: EM133734383

Description

Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project. You MUST use the template provided for this lesson. You must score at least 40 points out of 50 points on each submission to pass this assignment.

As before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.

Questioning strategies and feedback
Accommodations and modifications
The extent to which the lesson is differentiated
Assessment for learning
The overall plan
For this project , candidates submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.

While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications. Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities. We can differentiate the content - what students will learn. This is important because students all come to us with different levels of readiness. We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.

We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?

This class includes the following students from TCR 300. As you plan your modifications, accommodations and differentiation, be sure to address their needs. You will be scored on this.

Angelo - Angelo is a student with special needs. He has a learning disability and is slow to process information. He is usually happy and helpful.
Nancy - Nancy recently moved from Korea and is well-educated. She does not yet know English. She is at the beginning level for speaking and writing, but at the intermediate level for listening and reading.
Corinne - Corinne is a GT student. She was, however, suspended three times last year for fighting. In class, she is happy and easy-going, but can quickly escalate if she feels disrespected.

Reference no: EM133734383

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