Instructional Strategies for Secondary Education

Instructional Strategies for Secondary Education

 

Max Points: 300

Details:
When designing inclusive learning experiences, a teacher needs to understand student commonalities and differences to enable and enhance learning. An effective teacher considers multiple perspectives and diverse backgrounds when planning instruction.
For this assignment, based on the knowledge and skills you have gained in the course:
1. Develop a 5-day mini-unit that implements five different instructional strategies. The unit plan should be in the grade level and content area that matches your field experience placement. You must use these required strategies: direct instruction, cooperative learning, discovery learning, jigsaw, and higher level questioning.
2. Use the “COE Lesson Plan Template” for each lesson. The template must be filled out completely and you must attach all presentations, handouts, and assessments. If you are using websites or videos, provide a link to those sites in the lesson plan template.
3. Be sure you are considering the unique learning needs of each student. Pay special attention to the appropriateness and effectiveness of the learning experiences planned. In addition, you must guide students in the use of technological tools to gather and utilize the information they need.
4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic that you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in – these students are the students you would plan this unit for. Collaborate with your mentor teacher where appropriate.
5. Additionally, in a 500-750 word reflection explain how you would determine your students’ mastery of content for the instructional strategies used. Identify acceptable evidence of mastery for each lesson and explain how your assessment(s) of the students’ mastery supports their intellectual, social, and/or physical development. Explain how understanding cultural, ethnic, gender, and learning differences create a more relevant learning experience and promote ethical practice. Finally, include your strategies for collaboration with colleagues for the proper execution of your unit plan.
Cite and reference 5-7 scholarly sources. Add to your notebook as necessary.
While APA format is required for this assignment, solid academic writing is expected, in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.

RUBRIC
Benchmark – Instructional Strategies for Secondary Education
1
No Submission
0.00% 2
Insufficient
69.00% 3
Approaching
74.00% 4
Acceptable
87.00% 5
Target
100.00%
100.0 %Criteria
20.0 %Multiple Perspectives [COE 1.3; InTASC 2(d)] No submission The mini-unit vaguely or scarcely considers multiple perspectives. Attention to individual differences or backgrounds is deficient. The mini-unit plan considers multiple perspectives at a basic level. Some individual differences are considered. An attempt to ensure an inclusive environment is apparent. Some supporting details are present. The mini-unit plan shows acceptable evidence of the consideration of multiple perspectives. Attention to individual differences and backgrounds is evident. The plan for instruction allows for an inclusive learning environment. Supporting details are sufficient. Plan is complete. The mini-unit plan shows evidence of the inclusion and consideration of multiple perspectives. Special attention to individual differences and backgrounds is evident. The plan for instruction allows for a noticeably inclusive learning environment. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
20.0 %Appropriate Effective Learning Experiences [COE 3.6; InTASC 2(f), 7(e), 9(c), 10(a), 10(b)] No submission The mini-unit plan vaguely or scarcely includes learning experiences that meet unique learning needs. The reflection provides inadequate details regarding collaboration with colleagues for the proper execution of the unit plan. The mini-unit plan outlines instructional strategies or methods that could potentially result in effective learning experiences. The reflection includes basic plans for collaboration with colleagues for the proper execution of the unit plan. Some supporting details are present. The mini-unit plan presents instructional planning and design that is conducive to effective learning experiences to meet unique learning needs. The planned learning experiences are appropriate and effective. The reflection includes plans to collaborate with colleagues for the proper execution of the unit plan. Supporting details are sufficient. Plan is complete. The mini-unit plan presents instructional planning and design that is conducive to effective learning experiences to meet unique learning needs. The planned learning experiences are appropriate and effective, utilizing suitable instructional strategies and methods. The reflection includes detailed plans to collaborate with colleagues for the proper execution of the unit plan. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
15.0 %Technology Tools and Information [COE 3.7; InTASC 8(g)] No submission The mini-unit plan vaguely or scarcely guides learners on the use of technology when interacting with content area information. The mini-unit plan provides basic guidance for learners on the use of technology tools when interacting with content area information. Some supporting details are present. The mini-unit plan includes proper guidance for learners on the use of technology tools when interacting with content area information. Supporting details are sufficient. Plan is complete. The mini-unit plan includes proper guidance for learners on the use of technology tools when interacting with content area information. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
15.0 %Reflection and Deeper Understanding [COE 4.2; InTASC 9(e)] No submission The mini-unit plan is deficient on considerations regarding cultural, ethnic, gender, or learning differences. The reflection provides a vague explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. The mini-unit plan provides basic considerations for cultural, ethnic, gender, or learning differences, as they relate to the learning experiences. The reflection provides limited reasoning on the significance of understanding learner differences and teaching practice. Some supporting details are present. The mini-unit plan exhibits a consideration of cultural, ethnic, gender, and learning differences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and affects teaching practice. Supporting details are sufficient. The mini-unit plan provides evidence of consideration of cultural, ethnic, gender, and learning differences, relevant to the learning experiences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. Supporting details are sufficient and pertinent.
10.0 %Layout No submission The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small font sizes, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult because of lengthy paragraphs, too many different fonts, dark or busy backgrounds, overuse of bold, or lack of appropriate indentations of text. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) No submission Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Some distracting inconsistencies in language and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
5.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes and references page listing and formatting are appropriate to assignment and style) No submission Contains no title slide, no references section, and no correctly cited references within the body of the presentation. Title slide is incomplete or inaccurate. References section includes sources but many citation errors. Citations are included within the body of the presentation but with many errors. Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation. Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.
100 %Total Weightage

 

WE ACCEPT