D

.docx

School

Kenyatta University *

*We aren’t endorsed by this school

Course

302

Subject

Arts Humanities

Date

Jun 23, 2024

Type

docx

Pages

9

Uploaded by ChiefRiver14330

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
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
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help