the different ways to articulate target population of students learn (e.g., specifics for the students learn (e.g., GP4 reading levels, students involved. reading levels, DP2 learning (e.g., reading learning preferences and levels, learning preferences, experiences,, preferences, learning learning learning modalities) that modalities). modalities). may affect learning. Knowledge of Teacher displays Teacher displays Teacher displays 3 Students’ Skills little or irrelevant general knowledge general & specific And Prior knowledge of of students’ skills understanding of Learning students’ skills and and prior learning students’ skills and prior learning. that may affect prior learning that learning specific to may affect learning GP2 the unit planned. specific to the unit DP2 planned. Implications for Teacher does not Teacher provides at Teacher provides 3 Instructional provide least 3 implications comprehensive Planning and implications for for instruction and implications for Assessment instruction and assessment based instruction and assessment based on student assessment based GP2 on student individual on student DP4 individual differences, prior individual differences and learning differences, prior community, school, experiences and learning and classroom community, school, experiences and characteristics OR and classroom community, school, provides characteristics. and classroom inappropriate characteristics. implications. Learning Objectives Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning objectives. Rating 1 2 3 TWS → Indicator Indicator Not Met Indicator Partially Indicator Met Minimal ↓ Met Score
GP4 DP2 the different ways students learn (e.g., reading levels, learning preferences and experiences,, learning modalities). to articulate specifics for the students involved. (e.g., reading levels, learning preferences, learning modalities). target population of students learn (e.g., reading levels, learning preferences, learning modalities) that may affect learning. Knowledge of Students’ Skills And Prior Learning GP2 DP2 Teacher displays little or irrelevant knowledge of students’ skills and prior learning. Teacher displays general knowledge of students’ skills and prior learning that may affect learning specific to the unit planned. Teacher displays general & specific understanding of students’ skills and prior learning that may affect learning specific to the unit planned. 3 Implications for Instructional Planning and Assessment GP2 DP4 Teacher does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications. Teacher provides at least 3 implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. Teacher provides comprehensive implications for instruction and assessment based on student individual differences, prior learning experiences and community, school, and classroom characteristics. 3 Learning Objectives Rubric TWS Standard: The teacher sets significant, challenging, varied and appropriate learning objectives. Rating → Indicator ↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met TWS Minimal Score
tws-minimal-scores-for-elementary-undergraduates.docx