Assignment Instructions:
For this benchmark,you will design a visual classroom environment plan (1,000-1,250 words) that includes the physical arrangement and organization of materials and resources. Be creative; there are no money or size constraints.
Review the instructor feedback on your “Classroom Management Tools” from Topic 5. In 250-500-words, describe your classroom environment plan, including how you willrevise each of the following areasas well as provide an explanation for each improvement:
• Define classroom management policy
• Reinforcementsand consequences for behavior
• Consider individual differences in ability, culture, and language
• Family support, routines, and schedules
Createtwo classroom environment maps, one for Birth-PK, the other for K-3.
• Label both maps with materials, furniture, and other design elements. Maps can be hand-drawn or computer generated, but must be submitted in a PDF or Word document.
In 500-750-words, describe best practices for development of a healthy, supportive, and challenging environment for learning. Include the following in your description:
• Diversity of your students
• Students interests and special needs
• Families as partners
• Rationale for both environments you designed. Justify each item in your designs (e.g., materials, furniture, design elements, how they are arranged).
Use 3-5 scholarly resources.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
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.
Additionally, submit the assignment in Taskstream. Directions for submitting to Taskstream can be found on the College of Education site in the Student Success Center.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
• NAEYC: 1b, 1c
• InTASC: 1f, 3c
• COE Program Competencies:
1.2: Identify readiness for learning while taking into account the multiple influences on early development and learning. (NAEYC 1b; InTASC 1f)
1.3: Collaborate with learners and colleagues to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children. (NAEYC 1c; InTASC 3c)
Scoring Rubric
Criteria % Value 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent
% Scaling 0% 65% 75% 80% 100%
Content – 80%
Classroom Management Tools Revision and Explanation
NAEYC: 1c
InTASC: 3c
COE: 1.3 30% No evidence provided. Classroom management tools revision does not explain what improvements have been made in any of the following areas: defined classroom management policy, reinforcement/consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explains what improvements have been made in some of the following areas: defined classroom management policy, reinforcement/ consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explains what improvements have been made, and why they have been made, in eachof the following areas: defined classroom management policy, reinforcement/ consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explanationexhibits critical thinking in the improvements that have been made, and why they have been made, ineach of the following areas: defined classroom management policy,
reinforcement/consequences for behavior, consideration for individual differences, and family supports, routines, and schedules.
Environment Maps
10% No evidence provided. Environment map for both age groups is not clearly labeled, well thought out, or clear. Environment map for both age groups is clearly labeled, but not well thought out. Environment map for both age groups is clearly labeled and well thought out. Environment map for both age groups is clearly labeled, professional done, and exhibits critical thinking.
Best Practices for Creating an Environment for Learning
NAEYC: 1b
InTASC: 1f
COE:1.2 40% Description not provided. Best practices are not accurately described for development of a healthy, supportive, and challenging environment for learning. Best practices are not clearly linked to specific theories and research and do not include some of the following areas:diversity of students, students interests and special needs, families as partners, and rationale for both environments that were designed. Best practices are described for development of a healthy, supportive, and challenging environment for learning. Best practices are clearly linked to specific theories and research butdo not clearly address some of the following areas: diversity of students, students interests and special needs, families as partners, rationale for both environments that were designed. Best practices are described for development of a healthy, supportive, and challenging environment for learning.Best practices are clearly linked to specific theories and research. Best practices address theeach of the following areas:diversity of your students, students interests and special needs, families as partners, and rationale for both environments that were designed. Various best practices explanationexhibits critical thinking in the development of a healthy, supportive, and challenging environment for learning. Best practices are clearly linked to specific theories and research. Best practices address each of the following areas:diversity of your students, students interests and special needs, families as partners, and rationale for both environments that were designed.
Format 20%
Mechanics of Writing
(includes spelling, punctuation, grammar, language use), APA format 10% No evidence Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.
Reference page includes errors and/or inconsistently used citations. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.
Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.
In-text citations have few errors. References used are reliable and reference page lists all cited sources with few errors. Writer is clearly in command of standard, written academic English.
In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
Paper Format (use of appropriate style for the major and assignment) 5% APA is not used appropriately, or documentation format is rarely followed correctly. APA is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. APA is used. Formatting is correct, although some minor errors may be present. APA is fully used. There are virtually no errors in formatting style. All format elements are correct.
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5% No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
