active responsibility for his/her professional success. Does not connect Connects learning Logically and Alignment Among 2 learning objectives, objectives, extensively connects Objectives, Instruction and instruction, and instruction, and learning objectives, Assessment assessment results in assessment results in instruction, and the discussion of the discussion of assessment results in GP 4 student learning and student learning and the discussion of effective instruction effective instruction. student learning and and/or the effective instruction. connections are Show depth of irrelevant or understanding inaccurate. regarding these linkages. Provides no ideas or Provides ideas for Provides ideas for Implications for 2 inappropriate ideas redesigning learning redesigning learning Future Teaching for redesigning goals, instruction, goals, instruction, GP 2 learning goals, and assessment but and assessment and DP 3 instruction, and offers limited explains in depth assessment. rationale for why why these these changes would modifications would improve student improve student learning. learning. Implications for Provides no Presents 2 Presents at least 2 2 professional learning professional learning professional learning Professional goals or goals that goals that are related goals that clearly Development are not related to the to the insights and emerge from the insights and experiences insights and GP 2 experiences described in this experiences described in this section and/or described in this section. provides a plan for section. Describes meeting the goals. specific steps to meet these goals. SECTION 8 DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in elementary education. TASK Describe how you will design your unit instruction related to the specific needs of all of the following integrated subject areas: language arts/reading; mathematics and science; the social sciences; the arts; or physical education and health.
active responsibility for his/her professional success. Alignment Among Objectives, Instruction and Assessment GP 4 Does not connect learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Logically and extensively connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Show depth of understanding regarding these linkages. 2 Implications for Future Teaching GP 2 DP 3 Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides ideas for redesigning learning goals, instruction, and assessment but offers limited rationale for why these changes would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains in depth why these modifications would improve student learning. 2 Implications for Professional Development GP 2 Provides no professional learning goals or goals that are not related to the insights and experiences described in this section. Presents 2 professional learning goals that are related to the insights and experiences described in this section and/or provides a plan for meeting the goals. Presents at least 2 professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals. 2 SECTION 8 DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION DESIGN FOR INSTRUCTION IN ELEMENTARY EDUCATION The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts in elementary education. TASK Describe how you will design your unit instruction related to the specific needs of all of the following integrated subject areas: language arts/reading; mathematics and science; the social sciences; the arts; or physical education and health.
TWS-undergraduate-Elementary-Education-revised-summer-2017.docx