How does the exemplars criteria for both math and reading

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Reference no: EM13791560

Discussion 1

Special Populations

As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments.

Read the article When in Rome...: Influences on Special Education Student-Teachers' Teaching.

Now shift gears from being a student-teacher, to that of a Cooperating-Teacher and address the following:

What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?

What do YOU believe is important to consider that may not have been included in the article that is otherwise based on your experience or another source?

Conduct some research within the Ashford Library and locate an academic resource that you feel brings value to understanding special populations and designing assessments with them in mind. Share the resource you find within your response.

Discussion 2- Journal

Rubric Analysis

Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis.

Part I

Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric.

Questions to discuss:

How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?
To what degree are performance level descriptions addressed?

Do these live up to what the author proposes, that ". the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw"?

In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

Part II

Download the Catalina Foothills Critical Thinking Rubrics and reflect on the following questions:

What are your general impressions of this rubric holistically and in its respective parts (Thinking/Reasoning Skills)?

How does this rubric support thinking as learned during Week Three and described by the Partnership for 21st Century Skills?

Evaluate: How could these types of rubrics specifically aid a teacher in assessment? Instructionally?

Part III

Add a brief (1 paragraph) analysis of the Learning Activity: Usefulness of Rubrics Poll.

Recap your responses and tell how you think having a poll question opportunity like this could serve as a way for teachers to assess students.

Reference no: EM13791560

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