Week_4_DAR_24_information

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Kenyatta University *

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302

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Arts Humanities

Date

Jun 23, 2024

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docx

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8

Uploaded by ChiefRiver14330

D.A.R. Lesson plan week #4  CAEP 1.1, 1.2     InTASC 1, 2, 6, 7 & 9            TGR 2, 3, 7,8 & 9   To demonstrate  experience aligning InTASC standards, the teacher candidate will relate this lesson plan to  one  InTasc standard using the D-A-R format. Place your main focus on Analysis section! Use the rubric to help you write this DAR! 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 ). 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) Week 4 : Intern should be teaching a majority of the morning. Obtain new teaching standards to prepare 3-4 lesson plans for week 5. Submit lesson plans to Mentor Teacher to review & approve. Submit lesson plans to Canvas on Saturday. 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 (2)
DAR -Rubric 22 CAEP (2) 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
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