Assignment Field Experience B: Lesson Plan Feedback
Due Date:
Details:
Allocate at least 3 hours in the field to support this field experience.
Review your completed lesson plan from Topic 2 with your mentor teacher. While discussing the lesson plan, identify how to incorporate supportive higher-order thinking skills. Based on the feedback received from your mentor, refine your lesson plan and coordinate an opportunity to teach your lesson to a small group of students during Topic 4 of this course.
Once you have completed your field experience, summarize your discussion with your mentor teacher in 250-500 words, about incorporating supportive higher-order thinking skills as well as the expectations for the lesson you will be teaching. Be sure to reflect upon how focusing on higher-order thinking will affect your future professional practice. Add to your notebook as necessary.
APA format is required, and solid academic writing is expected.
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.
Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.
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2. Designing Leveled Questions
View “Designing Leveled Questions,” located on the Teaching Channel.
4. Higher Order Questions: A Path to Deeper Learning
View “Higher Order Questions: A Path to Deeper Learning,” located on the Teaching Channel.
Website
1. HOTS for Teachers: 25 Top Resources for Higher Order Thinking Skills
Read “HOTS for Teachers: 25 Top Resources for Higher Order Thinking Skills,” by Turner, located on the Tech & Learning website.
http://www.techlearning.com/default.aspx?tabid=100&entryid=8519
RUBRIC
| Top of Form Field Experience B: Lesson Plan Feedback | | 1
No Submission
0.00% | 2
Insufficient
69.00% | 3
Approaching
74.00% | 4
Acceptable
87.00% | 5
Target
100.00% | | 100.0 %Criteria | | | 30.0 %Summary: Incorporating Higher-Order Thinking | No submission | Summary does not describe how higher-order thinking will be incorporated into the lesson. | Summary inadequately describes how higher-order thinking will be incorporated into the lesson. | Summary clearly describes how higher-order thinking will be incorporated into the lesson. | Summary skillfully and concisely describes how higher-order thinking will be incorporated into the lesson. | | | 10.0 %Summary: Expectations for the Lesson | No submission | Summary does not describe expectations for the lesson. | Summary inadequately describes expectations for the lesson. | Summary clearly describes expectations for the lesson. | Summary skillfully and concisely describes expectations for the lesson. | | | 35.0 %Summary: How the Focus of Higher-Order Thinking will Change Professional Practice | No submission | Summary does not describe how focusing on higher-order thinking will impact future professional practice. | Summary inadequately describes how focusing on higher-order thinking will impact future professional practice. | Summary clearly describes how focusing on higher-order thinking will impact future professional practice. | Summary skillfully and concisely describes how focusing on higher-order thinking will impact future professional practice. | | | 10.0 %Organization | No submission | Statement of purpose is not justified by the conclusion. Argument is illogical. Conclusion does not support the claims made. | Purpose statement is vague, and claims do not thoroughly support it. Argument and conclusion are orderly but present unconvincing justification of claims. | Purpose statement and conclusion are clear. Argument shows logical progression. There is a smooth progression of claims from introduction to conclusion. | Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner. | | | 15.0 %Mechanics | No submission | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language. | Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | | | 100 %Total Weightage | | |
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Last Updated on June 10, 2019
