D.A.R._Lesson_plan_for_week_2_InTASC_7_or_8 (1)
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Kenyatta University *
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Arts Humanities
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Jun 23, 2024
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D.A.R. Lesson plan for week #2 -InTASC # 7 or 8
CAEP 1.1, 1.2 InTASC 1, 2, 6, 7 & 9 TGR 2, 3, 7,8 & 9
To demonstrate program experience alignment for InTASC standard #7
or
8, the teacher candidate will submit a reflection using the D-A-R format described below.
Description:
In this section, the teacher candidate should provide a clear, concise description of the artifact. The description should include the purpose and intended learning outcome(s) of the artifact with relevant information such as content area, grade level. If the artifact is from a field-based experience, then the description section should include a class profile with student characteristics such as but not limited to: school district, school, grade level, class size, average age, gender, race/ethnicity, socio-economic
status (# of free/reduced lunch), explanation of self-contained, block schedule, etc., overall
performance of the class (grade average or standardized test performance), student exceptionalities, English language learner(s), and any other additional contextual information to provide a clear picture of the field setting.
Analysis
: In this section, identify the
InTASC standard
for the focus of the reflection on this artifact and demonstrate how the artifact aligns specifically with the standard. The language associated with the standard should be used in the analysis. Justification of the alignment should
be clearly stated and aligned with a research-based practice (
transfer
), including appropriate citation(s).
Additionally, the narrative in this section should provide the teacher candidate’s interest/passion for the subject, instructional technology
(
curiosity
),
additional effort to the required work
(
initiative
),
and the developmental of their own ideas beyond the mentor teacher or course instructor
(
independence
).
Transfer:
Reflect upon the artifact demonstrating your ability to align theory into your practice by referencing previous learning from courses and research (cite sources). Include how you applied this knowledge, skills, strategies based upon the research. (CAEP 1.2)
Curiosity:
Reflect upon the artifact demonstrating your new insight on a topic, deepened interest in the subject/topic, application of new technology or information to engage students. (CAEP 1.5)
Initiative:
Reflect upon the artifact demonstrating your skills and commitment to completing the required work based upon P-12 learning outcomes/standards. (CAEP 1.4
Independence:
Reflect upon the artifact demonstrating your ability to go beyond requirements possibly developing original ideas from the mentor teacher. (CAEP 1.3) *Cite research!
Reflection
:
In this section, the teacher candidate should
reflect
upon the artifact/experience using these guiding questions:
1.
What did you learn about the teaching from this artifact/situation? (Feeling)
2.
What did you learn about yourself form this artifact/situation? (Feeling)
3.
What do you consider a success related to this artifact/situation? (Evaluation)
4.
What do you consider an area for continuous improvement related to this artifact/situation? (Evaluation)
5.
Based upon your reflection, what do you establish as a goal(s) for yourself as a future educator? (Action Plan)
The R section of your reflection should show how you will use what was learned from the experience represented by this artifact to apply to your future career as a teacher. (CAEP 1.1)
*Be specific how this will affect your future teaching procedures.
*Cite research!
InTASC Standards
When preparing to select an artifact, the teacher candidate should first look at the InTASC standard to be met for the particular artifact/course as shown in the table of suggested artifacts. Once the artifact is chosen, the teacher candidate should use the DAR framework to write the reflection, indicating InTASC standard language as indicated in the writing guidelines.
Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
TIAI indicator # 1 relates to InTASC # 7
Develops measurable and observable grade and subject level objectives that
are aligned with appropriate state curricula frameworks. Objectives are measurable, observable, and aligned with appropriate state curricula
frameworks. In addition to meets standard, objectives are stated at different
instructional levels based on individual needs of students (DOK Levels and/or
Bloom’s Taxonomy).
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
TIAI Indicator # 4 relates to InTASC # 8
Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development. Plans appropriate and sequential teaching procedures that include innovative introductions and closures. Teaching procedures incorporate different teaching strategies that positively impact student learning and development. Plans cited research-based evidence.
InTASC_Model_Core_Teaching_Standards_explanation.pdf
Download InTASC_Model_Core_Teaching_Standards_explanation.pdf
InTasc Suggestions Activities.pdf
Download InTasc Suggestions Activities.pdf
Suggested Activities for InTASC Activities.pdf
Download Suggested Activities for InTASC Activities.pdf
Rubric
DAR -Rubric 22 CAEP
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DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeDescriptio
n
Description: In this section, the teacher candidate should provide a clear, concise description of the artifact. The description should include the purpose and intended learning outcome(s) of the artifact with relevant information
such as content area,
grade level. If the artifact is from a field-based experience, then the description section should include a class profile with student characteristics such as but not limited to: school district, school, grade level, class size, average age, gender, race/ethnicity, socio-economic status (# of free/reduced lunch),
explanation of self-
contained, block schedule, etc., overall performance
of the class (grade average or standardized test performance), 4 pts
Capstone
The TC provides an accurate and comprehensive description for each of the following information about the classroom: school, grade level,
subject taught, gender ratios, & special accommodations. A detailed description of: teaching standard and activity taught along with a description of how the teacher maintained a positive classroom climate & strategies, motivates students to achieve, responds to off task
or inappropriate behaviors, and promote self-
motivation in students.
3 pts
Milestones
The TC provides thorough discussion and comprehensive description for most of the following information about the classroom: school, grade level,
subject taught, gender ratios, & special accommodations. The TC is lacking two or three detailed descriptions of: teaching standard and activity taught along with a description of how the teacher maintained a positive classroom climate & strategies, motivates students to achieve, responds to off task
or inappropriate behaviors, and promote self-
motivation in 2 pts
Milestones
The TC provides a limited discussion and description for each of the following information about the classroom: school, grade level,
subject taught, gender ratios, & special accommodations. The TC is lacking four or five detailed description
for: teaching standard and activity taught along with a description of how the teacher maintained a positive classroom climate & strategies, motivates students to achieve, responds to off task
or inappropriate behaviors, and promote self-
motivation in students.
1 pts
Benchmark
The TC does not provides a description for each of the following information about the classroom: school, grade level,
subject taught, gender ratios, & special accommodations. The TC does not give a detailed description of: teaching standard and activity taught along with a description of how the teacher maintained a positive classroom climate & strategies, motivates students to achieve, responds to off task
or inappropriate behaviors, and promote self-
motivation in students.
4 pt
s
DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeAnalysis: Curiosity: Reflect upon the artifact demonstrating your new insight on a topic, deepened interest in the subject/topic, application of new technology or information to engage students. CAEP 1.5
CAEP 1.1, 1.2; InTASC 2, 6 & 9; TGR 2, 3, & 8)
4 pts
Capstone
Explores a topic in depth, yielding a rich awareness and/or little-
known information indicating intense interest in the subject. (TC clearly described: the content being taught
and describe how the content was meaningful
to the students.)
3 pts
Milestones
Explores a topic
in depth, yielding insight and/or information indicating interest in the subject.
2 pts
Milestones
Explores a topic with some evidence of depth,
providing occasional insight
and/or information indicating mild interest in the subject.
1 pts
Benchmark
Explores a topic at a surface level, providing little insight and/or information beyond the very basic facts indicating low interest in the subject.
4 pt
s
This criterion is linked to a Learning
OutcomeAnalysis: Initiative: Reflect upon the artifact demonstrating your skills and commitment to completing the required work based
upon P-12 learning outcomes/standards.
(CAEP 1.4)
CAEP 1.1, 1.2; InTASC 2, 6 & 9; TGR 2, 3, & 8)
4 pts
Capstone
Completes required work, generates and pursues opportunities to expand knowledge, skills,
and abilities. (TC clearly described how the content progressed from application to evaluation.)
3 pts
Milestones
Completes required
work, identifies and pursues opportunities to expand knowledge,
skills, and abilities.
2 pts
Milestones
Completes required work and identifies opportunities to expand knowledge, skills, and abilities.
1 pts
Benchmark
Completes required work.
4 pt
s
DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeAnalysis: Independence: Reflect upon the artifact demonstrating your ability to go beyond
requirements possibly developing
original ideas from the mentor teacher. (CAEP 1.3)
CAEP 1.1, 1.2; InTASC 2, 6 & 9; TGR 2, 3, & 8)
4 pts
Capstone
Educational interests and pursuits exist and flourish outside classroom requirements. Knowledge and/or experiences are pursued independently.
(TC identified research-based strategies; how the teacher communicated enthusiasm for content and students.)
3 pts
Milestones
Beyond classroom requirements, pursues substantial, additional knowledge and/or
actively pursues independent educational experiences.
2 pts
Milestones
Beyond classroom requirements, pursues additional
knowledge and/or
shows interest in pursuing independent educational experiences.
1 pts
Benchmark
Begins to look beyond classroom
requirements, showing interest in pursuing knowledge independently.
4 pt
s
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DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeAnalysis: Transfer: Reflect upon the artifact demonstrating your ability to align theory into your practice by referencing previous
learning from courses and research
(cite sources). Include how you applied this knowledge, skills, strategies based upon the research. (CAEP 1.2)
CAEP 1.1, 1.2; InTASC 2, 6 & 9; TGR 2, 3, & 8)
4 pts
Capstone
Makes explicit references to previous learning and applies in
an innovative (new and creative) way that knowledge and those skills to demonstrate comprehension and performance in novel situations. (Identified supported learning differences in students
and how the teacher met the needs of all students. TC made three -five TIAI & InTASC standard connections
3 pts
Milestones
Makes some specific references
to previous learning and shows evidence of
applying that knowledge and those skills to demonstrate comprehension and performance in novel situations.
2 pts
Milestones
Makes little references to previous learning and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations.
1 pts
Benchmark
Makes a vague or no references to previous learning but does not apply
knowledge and skills to demonstrate comprehension and performance in novel situations.
4 pt
s
DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
This criterion is linked to a Learning
OutcomeReflection:
The R section of your reflection should show how you will use what was learned from the experience represented by this artifact to apply to your future career as
a teacher. (CAEP 1.1)
In this section, the teacher candidate should reflect upon the artifact/experience using these guiding questions:
1. What did you learn about the teaching from this artifact/situation? (Feeling)
2. What did you learn about yourself form this artifact/situation? (Feeling)
3. What do you consider a success related to this artifact/situation? (Evaluation)
4. What do you consider an area for continuous improvement related to this artifact/situation? (Evaluation)
4 pts
Capstone
Reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal significantly changed perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.
3 pts
Milestones
Reviews prior learning (past experiences inside
and outside of the classroom) in depth, revealing fully clarified meanings or indicating broader
perspectives about
educational or life
events.
2 pts
Milestones
Reviews prior learning (past experiences inside and outside of the classroom) with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspectives about educational or life events.
1 pts
Benchmark
Reviews prior learning (past experiences inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events.
4 pt
s
DAR -Rubric 22 CAEP
Criteria
Ratings
Pts
Total Points: 24
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