you will need to implement the activity, and how you plan to assess student learning during and/or following the activity. Technology. Describe how you will use technology in your planning and instruction. Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit. Rating 1 2 3 Acceptable → Indicator↓ Indicator Not Met Indicator Partially Indicator Met Score Met Alignment with Few lessons are Most lessons are All lessons are 3 Learning Objectives explicitly linked to explicitly linked to explicitly linked to learning objectives. learning objectives. learning objectives. Few learning Most learning All learning activities, activities, activities, assignments and assignments and assignments and resources are aligned resources are aligned resources are aligned with learning with learning with learning objectives. Not all objective. Most objectives. All learning objectives learning objectives learning objectives are covered in the are covered in the are covered in the design. design. design. Accurate Teacher’s use of Teacher’s use of Teacher’s use of 3 Representation of content contains content is mostly content appears to be Content numerous accurate according to accurate and of high inaccuracies. Content the national and/or integrity according to GP 1 to be viewed state standards the national and/or more as isolated articulated in lessons. state standards skills and facts rather Shows some articulated in lessons. than as part of a awareness and Focus of the content larger conceptual assessment of the big and assessment is structure. ideas or structure of congruent with the the discipline. big ideas or structure of the discipline. Lesson and Unit The lessons within The lessons within All lessons within the 3 Structure the unit are not the unit have some unit are logically logically organized logical organization organized and organization in and appear to be connected and useful relationship to the useful in moving in moving students unit objectives (e.g., students toward toward achieving the sequenced). achieving the unit’s learning objectives as learning objectives. articulated in the unit Use of a Variety of Little variety of Majority of lessons Comprehensive 2 Instruction, instruction, activities, demonstrate variety variety and alignment Activities, assignments, and in instruction, across instruction, Assignments and resources related to activities, activities, Resources the unit objectives. assignments, or assignments, and/or reliance on resources related to resources. This
you will need to implement the activity, and how you plan to assess student learning during and/or following the activity. Technology. Describe how you will use technology in your planning and instruction. Design for Instruction Rubric TWS Standard: The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. Planning explicitly reflects how all of these data come together to ensure student learning after you have designed and taught the unit. Rating → Indicator↓ 1 Indicator Not Met 2 Indicator Partially Met 3 Indicator Met Acceptable Score Alignment with Learning Objectives Few lessons are explicitly linked to learning objectives. Few learning activities, assignments and resources are aligned with learning objectives. Not all learning objectives are covered in the design. Most lessons are explicitly linked to learning objectives. Most learning activities, assignments and resources are aligned with learning objective. Most learning objectives are covered in the design. All lessons are explicitly linked to learning objectives. All learning activities, assignments and resources are aligned with learning objectives. All learning objectives are covered in the design. 3 Accurate Representation of Content GP 1 Teacher’s use of content contains numerous inaccuracies. Content to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teacher’s use of content is mostly accurate according to the national and/or state standards articulated in lessons. Shows some awareness and assessment of the big ideas or structure of the discipline. Teacher’s use of content appears to be accurate and of high integrity according to the national and/or state standards articulated in lessons. Focus of the content and assessment is congruent with the big ideas or structure of the discipline. 3 Lesson and Unit Structure The lessons within the unit are not logically organized organization in relationship to the unit objectives (e.g., sequenced). The lessons within the unit have some logical organization and appear to be useful in moving students toward achieving the unit’s learning objectives. All lessons within the unit are logically organized and connected and useful in moving students toward achieving the learning objectives as articulated in the unit 3 Use of a Variety of Instruction, Activities, Assignments and Resources Little variety of instruction, activities, assignments, and resources related to the unit objectives. reliance on Majority of lessons demonstrate variety in instruction, activities, assignments, or resources related to Comprehensive variety and alignment across instruction, activities, assignments, and/or resources. This 2
TWS-undergraduate-Elementary-Education-revised-summer-2017.docx