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RATIONALE CHECKLIST

Rationale III
PART I: ED 289A Module 3
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 8: Instructional Strategies
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Unit Plan (Instruction and Accommodation)

PART III: III. COURSE


Improve your proficiency for the ED289: Educational Psychology
HTSB standard
IV. TEACHING ARTIFACT DESCRIPTION
Describe the instructional strategies and accommodation sections for your
PARTS I-III DEFINED unit/lesson plan that are based on fundamental learning theories.

PART I: V. TEACHING ARTIFACT RESULTS


State standard, teaching artifact, For this assignment, I explained my instructional strategies and
and course name. Provide an accommodations for my heat transfer graphics unit plan. First I read about
accurate description of the the different learning theories and made some notes for each. Then I
artifact. Provide a sufficient described the specific teaching strategies I would use that match each
description of the artifact results. learning theory. Finally I described accommodations to be made for special
needs, gifted and talented, English language learners and different culture,
PART II: socio-economic status and gender considerations for each group of
Identify at least one appropriate students.
sub-standard and include the
entire language.. Connect the
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 8.3 (Module 3 Focus Area #5):
represents the overall HTSB CANDIDATE INCORPORATES GROUP WORK TO LEARN CONTENT - Does
standard Candidate prepare learners to use specific content-related processes and
academic language? Does s/he also incorporate strategies to build group
PART II: work skills?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I demonstrate that I incorporate strategies to build group work skills
by describing how I will get students to collaborate and work together
PART III: throughout this unit. For example, during this unit students will work in
Improve your proficiency for the groups to give and receive critique from each other in order to help improve
HTSB standard their designs. Students will also work together by doing skill demonstrations
for each other and teaching each other throughout the lessons.

PARTS I-III DEFINED III. SELF-ASSESSMENT


I would rate myself as a 4 (Candidate always does this as a teacher) or
PART I:
exceeds proficiency because I always find ways to incorporate group work
State standard, teaching artifact,
into lessons and projects. It is important to me for students to learn how
and course name. Provide an
to work individually and together in groups. For most projects, there is a
accurate description of the
portion of the project that students are individually responsible for and then
artifact. Provide a sufficient
another portion of the project where they have to collaborate with others.
description of the artifact results.
IV. EVIDENCE OF SELF-ASSESSMENT
PART II:
One evidence of self-assessment is the critique portion of this unit plan.
Identify at least one appropriate
Critique is evidence that students work together and provide feedback to
sub-standard and include the
each other. This is also evidence that they are having meaningful discussions
entire language. Connect the
about their designs in groups. Another evidence of self-assessment is the
language of the sub-standard
student demonstration portion of this unit. Students work together by
to the artifact. State your
demonstrating previously learned skills to other students.
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 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 8.8 CANDIDATE USES QUESTIONS TO DEVELOP LEARNERS CRITICAL
represents the overall HTSB THINKING - Does Candidate pose questions that elicit learner thinking
standard about information and concepts in the content areas as well as learner
application of critical thinking skills such as inference making, comparing and
PART II: contrasting?
Connect the teaching artifact to
a sub-standard and assess your II. WHAT TO IMPROVE?
proficiency I would like to work on improving the level of questioning I use during my
lessons. Sometimes it is difficult for me to think of questioning that elicits
PART III: deeper level thinking about certain concepts related to design.
Improve your proficiency for the
HTSB standard III. RESEARCH FINDINGS
i. This article gives tips for asking questions in the classroom. One section
that was interesting was about responding effectively and included
PARTS I-III DEFINED tips such as - waiting for students to think and formulate responses,
not interrupting students answers, show interest in answers whether
PART I:
they are right or wrong. These tips are helpful for encouraging an open
State standard, teaching artifact,
environment for discussions.
and course name. Provide an
Resource: https://teachingcenter.wustl.edu/resources/teaching-methods/
accurate description of the
participation/asking-questions-to-improve-learning/
artifact. Provide a sufficient
ii. This article gives insights into the importance of questioning in the
description of the artifact results.
classroom. The author points out several reasons for questioning: to
develop interest and motivate students, to develop critical thinking skills
PART II:
, to review learning and to stimulate students to pursue knowledge on
Identify at least one appropriate
their own and to ask their own questions. In order to achieve some of
sub-standard and include the
these goals, we need to engage students in higher cognitive questions.
entire language.. Connect the
Resource: https://classteaching.wordpress.com/2017/01/19/the-
language of the sub-standard
importance-of-questioning/
to the artifact. State your
proficiency level for the sub-
IV. IMPLEMENTATION OF FINDINGS
standard. Provide appropriate
Based on my research, I plan to work on improving my questioning
evidence that supports your self
assessment. techniques by focusing on higher cognitive questions and not just memory
recall. For example, rather than asking students What are the elements and
PART III: principles of design? I could focus more on having students analyze existing
Identify an appropriate sub- designs and describing the effective or ineffective use of elements and
standard and clearly state a principles of design.
desired improvement. Describe
at least two appropriate research
I also plan to work on my reactions to student participation and making sure
findings with viable resources.
Describe/demonstrate a specific that each student knows his/her participation is valued whether the answer is
example how you plan to right or wrong.
improve.