During this course, you have compiled information to create a digital notebook that reflects your knowledge about teaching theories and their role in planning instruction. This notebook should relate to the grade level and content area you choose for your field experience. Your notebook should thoroughly cover the following five areas:
- Research the theories of cognitive, humanistic, and behavioral school of thought. How are these theories different/the same? Note how they will be used by your mentor teacher. Note how you will use them in your lesson plans.
- Note learning objectives and connections to related standards.
- Note instructional activities that connect objectives to instructional activities.
- Comment on applicable assessments and data-driven decisions.
- Note opportunities to include diversity and learner strengths and needs.
Your notebook should include a cover page and a reference page. Your notebook is more than a collection of the experiences and assignments from this course. It should include a 150-250 word narrative in every area that puts what you learned into context. How will you use what you have learned in each area to improve your instruction?
Prepare this assignment according to the guidelines found in the APA 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.
Theories of Instructional Design and Assessment Notebook Rubric
| 1 No Submission 0.00% | 2 Insufficient 69.00% | 3 Approaching 74.00% | 4 Acceptable 87.00% | 5 Target 100.00% | ||
| 100.0 %Criteria | ||||||
| 13.0 %Similarities and Differences of Cognitive, Humanistic, and Behavioral | No submission | The notebook does not differentiate between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher. | The notebook inadequately differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher. | The notebook clearly differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher. | The notebook skillfully and concisely differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher. | |
| 13.0 %Objectives and Related Standards | No submission | The notebook does not describe objectives and related standards. | The notebook inadequately describes objectives and related standards. | The notebook clearly describes objectives and related standards. | The notebook skillfully and concisely describes objectives and related standards. | |
| 13.0 %Instructional Activities that Connect to Objectives | No submission | The notebook does not discuss instructional activities that connect to objectives. | The notebook inadequately discusses instructional activities that connect to objectives. | The notebook clearly discusses instructional activities that connect to objectives. | The notebook skillfully and concisely discusses instructional activities that connect to objectives. | |
| 13.0 %Applicable Assessments and Data Driven Decisions | No submission | The notebook does not comment on applicable assessments and data-driven decisions. | The notebook inadequately comments on applicable assessments and data-driven decisions. | The notebook clearly comments on applicable assessments and data-driven decisions. | The notebook skillfully and concisely comments on applicable assessments and data-driven decisions. | |
| 13.0 %Opportunities to Include Diversity and Student Strengths and Needs | No submission | The notebook does not discuss opportunities to include diversity and student strengths and needs. | The notebook inadequately discusses opportunities to include diversity and student strengths and needs. | The notebook clearly discusses opportunities to include diversity and student strengths and needs. | The notebook skillfully and concisely discusses opportunities to include diversity and student strengths and needs. | |
| 10.0 %How Information Will be used by Teacher Candidate | No submission | The notebook does not discuss how information will be used. | The notebook inadequately discusses how information will be used. | The notebook clearly discusses how information will be used. | The notebook skillfully and concisely discusses how information will be used. | |
| 15.0 %Mechanics of Writing (Includes spelling, punctuation, grammar, and language use.) | No submission | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %APA Format (Use of appropriate style for the major and assignment.) | No submission | Appropriate format is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate format is used. Formatting is correct, although some minor errors may be present. | Appropriate format is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |
| 100 %Total Weightage | ||||||