Before you can plan the particulars of a unit, you need to make sure that the standards and objectives are clearly defined and that your unit assessment is aligned to those standards and objectives. (In other words, you need to complete steps 1 and 2 of Backward Design before you can do step 3). This assignment will allow you to test the alignment of two units of instruction from your Scope and Sequence before developing their individual lesson plans. Did I mention INTASC standards 5, 6, 7, and 8?
To be successful on this assignment . . .
Choose a partner with whom you would like to work on this assignment. You may choose your Scope and Sequence partner, but you don’t have to.
Between you, choose two units that you'd like to brainstorm in a bit more detail. The units can be pulled from anywhere in your year. Choose units that are particularly conducive to performance summative assessments, because that's the type of summative assessment we emphasize in EDSC4550.
Complete a Unit Brainstorm cover sheet for each unit you have selected. This can mostly be done by cutting and pasting standards, objectives, and essential questions from your Scope and Sequence.
Create a GRASPS performance assessment and accompanying rubric (analytic) for each potential unit. Make sure that your unit standards and objectives, essential questions, performance assessment, and rubric align. (Those elements need to answer to one another).
Compose a commentary for each unit that responds to the following prompts:
Describe the central focus and purpose of the content you will teach in the unit
Given the central focus, describe how the standards, objectives, and indicators within your unit address the use of content knowledge, demonstration of content-related skills, and development of content-related attitudes as well as social and/or non-cognitive skills. (This is edTPA language, I just want you to explain how your standards and objectives align to the central focus).
No comments:
Post a Comment