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RATIONALE CHECKLIST

Rationale 1
PART I: ED 289A Module 1 (Week 5)
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 1: Learner Development
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Development

PART III: III. COURSE


Improve your proficiency for the ED289: Educational Psychology
HTSB standard
IV. TEACHING ARTIFACT DESCRIPTION
Choose one of your classes that you are currently teaching and/or observing
PARTS I-III DEFINED and complete a Case Study on those students general brain, cognitive,
social, and moral development. Then state teaching strategies to support
PART I: that development.
State standard, teaching artifact,
and course name. Provide an V. TEACHING ARTIFACT RESULTS
accurate description of the For this lesson, first I did some research about adolescent development. I
artifact. Provide a sufficient read about brain, cognitive, social and moral development and took notes
description of the artifact results. on points I thought were important and relevant to my students. My case
study was one of my Arts and Communication Core Pathway classes. I
PART II: compared my students development levels to the notes I took when reading
Identify at least one appropriate about development levels. Then, I looked at what areas my students needed
sub-standard and include the support in and developed some teaching strategies to help them in these
entire language.. Connect the areas.
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 1.3 (Focus Area #1):
represents the overall HTSB CANDIDATE USES DEVELOPMENTALLY APPROPRIATE INSTRUCTION - Does
standard Candidate engage learners in a variety of learning experiences to capitalize
on strengths and build areas of development that are weaker?
PART II:
Connect the teaching artifact to II. CONNECTION TO ARTIFACT
a sub-standard and assess your I demonstrate that I engage learners in a variety of learning experiences
proficiency by making sure that I am always trying new and different ways to teach
and present lessons to students. I try to avoid teaching in the exact same
PART III: methods each day. I make sure to capitalize on strengths and build
Improve your proficiency for the areas of development that are weaker by looking at how developed my
HTSB standard students are and what areas they could use support in and then basing my
teaching techniques based on their needs. For example, in this assignment
I discovered that my students have difficulty making appropriate decisions
PARTS I-III DEFINED at time, so I use thinking maps to help students map out all of their ideas
in an organized and hierarchical way so that they can see all of their ideas
PART I:
thoroughly as a bigger picture and in small pieces.
State standard, teaching artifact,
and course name. Provide an
III. SELF-ASSESSMENT
accurate description of the
I would rate myself as a 4 (Candidate always does this as a teacher) or
artifact. Provide a sufficient
exceeds proficiency because I constantly seek ways that I can improve my
description of the artifact results.
lessons and teaching techniques to better serve my students needs. I am
constantly evaluating what works and what doesnt work for my students.
PART II:
I note when students have mastered a lesson through a certain teaching
Identify at least one appropriate
technique and try to create innovative ways to teach them different concepts.
sub-standard and include the
entire language. Connect the
IV. EVIDENCE OF SELF-ASSESSMENT
language of the sub-standard
One piece of evidence that I always use developmentally appropriate
to the artifact. State your
instruction is the project packet I give students for each major project. In this
proficiency level for the sub-
project packet there are sections for students to map out their brainstorming
standard. Provide appropriate
process and ideas in an organized and hierarchial way. Another piece
evidence that supports your self
of evidence that shows that I always use developmentally appropriate
assessment.
instruction is through looking at my daily lesson plans. Each lesson plan is
arranged differently to fit how I think students would learn best for each
PART III:
concept being taught. Based on the level of the concept I am trying to teach
Identify an appropriate sub-
them, I try to use different learning techniques such as using thinking maps,
standard and clearly state a
outside sources, group work or involving industry professionals.
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 3.3 CANDIDATE COMMUNICATES RESPECTFULLY - Does Candidate
represents the overall HTSB communicate verbally and non verbally in ways that demonstrate respect for
standard each learner?

PART II: II. WHAT TO IMPROVE?


Connect the teaching artifact to I practice communicating respectfully with students each day. However, this
a sub-standard and assess your is a standard that can continue to be worked on everyday. Id like to work on
proficiency remaining respectful and communicating effectively in every situation with
students, especially when there are disagreements.
PART III:
Improve your proficiency for the III. RESEARCH FINDINGS
HTSB standard i. This article highlights the importance of nonverbal communication
stating that a teacher who rolls her eyes at a students question sends
a louder message than her careful and expert verbal response. A
PARTS I-III DEFINED disapproving stare can work wonders on a student who is off task. A
bright smile for a student who is having a bad day means more than
PART I:
he will ever reveal. Gestures and animated facial expressions also give
State standard, teaching artifact,
weight and enthusiasm to what a teacher has to say. Students who see
and course name. Provide an
a teacher actively engaged in what she is teaching will be much more
accurate description of the
engaged themselves.
artifact. Provide a sufficient
Resource: http://www.education.gov.gy/web/index.php/teachers/tips-
description of the artifact results.
for-teaching/item/1504-effective-communication-tips-for-the-classroom
ii. This article offers some tips for communicating respectfully and
PART II:
effectively when in a situation of conflict. Some of the tips I found most
Identify at least one appropriate
useful are: breathe, dont take it personally, make a connection, ask
sub-standard and include the
questions, share information about expectations, reverse the roles, focus
entire language.. Connect the
on the positive and that you can only plan the seed, but ideas take time
language of the sub-standard
to grow. I found this to be a good checklist to help stay calm and have
to the artifact. State your
an effective conversation with students when you have a disagreement.
proficiency level for the sub-
Resource: http://codenamemama.com/2012/02/14/feb-2012-carnatpar/
standard. Provide appropriate
evidence that supports your self
IV. IMPLEMENTATION OF FINDINGS
assessment.
Based on my research, I plan to work on having respectful and effective

PART III: communication with students by:


Identify an appropriate sub-
standard and clearly state a 1) Always remaining calm in all situations
desired improvement. Describe 2) Dont take it personally
at least two appropriate research 3) Be aware of my facial expressions - smile often
findings with viable resources.
4) LISTEN TO STUDENTS even when I disagree with them
Describe/demonstrate a specific
5) Let them know I appreciate their willingness to share ideas with me
example how you plan to
improve. 6) Keep an open mind
7) Help them learn and grow on their own by making their own decisions