analyze problems in the workplace, at school, as a parent, and in many other daily situations. You have an opportunity to practice your problem-solving skills through this assignment.
September 6, 2018Assess whether Bonner has any legal or ethical duties to disclose the stock purchase, and if so, to whom? Discuss risk management procedures Bonner can adopt to avoid or reduce situations like these from happening in the future.
September 6, 2018Delineate how they will differentiate content, process and products based on the student characteristics of an inclusive general education classroom that includes students with disabilities, students who are English Language learners (ELL), students who come from impoverished families and students who are not literate in reading and mathematics.
FOLLOW ALL DIRECTIONS
1) Write 5 lesson plans that include instructional strategies for differentiating instruction.
2) Identify how they will differentiate instruction within the context of their unit.
3) Delineate how they will differentiate content, process and products based on the student characteristics of an inclusive general education classroom that includes students with disabilities, students who are English Language learners (ELL), students who come from impoverished families and students who are not literate in reading and mathematics.
4) Include one well-defined cooperative learning activity in one of your lesson plans.
Be sure to use the UbD framework when creating the lesson plans.
Use the provided lesson plan template to plan your unit lessons.
|
Criteria |
Exceeding Expectations 4 |
Meeting Expectation Level 3 |
Developing 2 |
Emerging 1 |
Did Not Attempt 0 |
| Instruction-Design & Implementation –
Context (CAEP 1.1.) (WVPTS: 1D2) (ACEI 3.2) DQP – Applied Learning 8% |
The candidate considers a broad variety of contexts in connecting concepts to learners’ prior experiences. | The candidate considers an adequate variety of contexts in connecting concepts to learners’ prior experiences. | The candidate considers a limited variety of contexts in connecting concepts to learners’ prior experiences. | The candidate considers a very limited variety of contexts in connecting concepts to learners’ prior experiences |
The candidate did not attempt. |
| Instruction-Design & Implementation –
Alignment (CAEP 1.1.) (WVPTS: 1C1, 1C2, 3D1) (ACEI 3.1)
DQP – Applied Learning 10%
|
The candidate designs instruction that engages learners in meaningful instructional activities aligned to cross-curricular and multiple WV Next Generation Content Standards and Objectives and/or pertinent state standards. | The candidate designs instruction that engages learners in meaningful instructional activities aligned to cross-curricular and/or multiple WV Next Generation Content Standards and Objectives and/or pertinent state standards | The candidate designs instruction that engages learners in meaningful instructional activities aligned to the WV Next Generation Content Standards and Objectives and/or pertinent state standards.
|
The candidate designs instruction that engages learners in instructional activities that are aligned in very limited ways to WV Next Generation Content Standards and Objectives and/or pertinent state standards.
|
The candidate did not attempt. |
| Instruction-Design & Implementation –
Differentiation (CAEP 1.1.) (WVPTS: 2A1, 1D1, 3A2, 4C1) (ACEI 3.2) (NCTM 4c) (ACTFL 3) DQP – Applied Learning 8%
|
The candidate effectively differentiates instruction based upon extensive knowledge of learners’ social, emotional, and academic needs; interests; learning styles; cultural heritage; and gender. | The candidate adequately differentiates instruction based upon knowledge of learners’ social, emotional, and academic needs; interests; learning styles; cultural heritage; and gender. | The candidate differentiates instruction in limited ways based upon knowledge of learners’ social, emotional, and academic needs; and/or interests; and/or learning styles; and/or cultural heritage; and/or gender.
|
The candidate differentiates instruction in very limited ways based upon knowledge of learners’ social, emotional, and academic needs; and/or interests; and/or learning styles; and/or cultural heritage; and/or gender.
|
The candidate did not attempt. |
| Instruction-Design & Implementation –
Learner Collaboration (CAEP 1.1.) (WVPTS: 1D1) (ACEI 3.4. 3.5) DQP – Applied Learning 8% |
The candidate provides broad opportunities for learners to collaborate with peers. | The candidate provides adequate opportunities for learners to collaborate with peers. | The candidate provides limited opportunities for learners to collaborate with peers. | The candidate provides very limited opportunities for learners to collaborate with peers. |
The candidate did not attempt. |
| Instruction-Design & Implementation –
Technology (CAEP 1.1.) (ISTE: 2a, 2c) (WVPTS: 1D1, 3A2) (ACEI 3.5) (NCTM 4e) DQP – Applied Learning DQP – Digital Literacy 7% |
The candidate fully models and integrates technology. | The candidate adequately models and integrates technology. | The candidate partially models or integrates technology. | The candidate minimally models or integrates technology. |
The candidate did not attempt. |
| Instruction-Design & Implementation –
Critical Thinking (CAEP 1.1.) (WVPTS: 1D1, 3A2, 3D1) (ACEI 3.3) DQP – Applied Learning 8% |
The candidate designs multiple activities that effectively promote critical thinking. | The candidate designs at least one activity that effectively promotes critical thinking. | The candidate designs at least one activity that adequately promotes critical thinking. | The candidate designs activities that promote critical thinking in limited ways. |
The candidate did not attempt. |
| Assessment-Design & Implementation –
Standards Alignment (CAEP 1.1) (WVPTS: 1C2) (ACEI 4.0) DQP – Applied Learning 8% |
The candidate effectively aligns assessments to the lesson’s standards/ objectives and activities. | The candidate aligns assessments to most of the lesson’s standards/ objectives and activities. | The candidate aligns assessments to the lesson’s standards/ objectives and/or activities in limited ways.
|
The candidate aligns assessments to the lesson’s standards/ objectives and/or activities in very limited ways. |
The candidate did not attempt. |
| Assessment-Design & Implementation –
Modification (CAEP 1.1) (WVPTS: 4C1, 1E2) (ACEI 3.2) (NCTM 4c) DQP – Applied Learning 8% |
The candidate effectively modifies assessments to meet the needs of all learners. | The candidate adequately modifies assessments to meet the needs of most learners. | The candidate modifies assessments when the need is apparent.
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The candidate ineffectively modifies assessments to meet the needs of learners.
|
The candidate did not attempt. |
| Social Studies/ Field Content-Content in Lesson Planning
(CAEP 1.1) (WVPTS: 1B1) (NCSS 1.1-1.10) (ACEI 2.1-2.7) (NCSS 1.1-1.10) (ACTFL 2, NCTE 2, NCTM 1a, NSTA 1a, or NASPE 3) DQP – Applied Learning 20% |
The candidate designs fully developed social studies lesson activities (or varied lessons in his/her field). | The candidate designs adequately developed social studies lesson activities (or varied lessons in his/her field). | The candidate designs partially developed social studies lesson activities (or varied lessons in his/her field). | The candidate designs minimally developed social studies lesson activities (or varied lessons in his/her field). |
The candidate did not attempt. |
| Instruction-Design & Implementation –
Unit Planning (CAEP 1.1.) (WVPTS: 1A1) (ACEI 3.1) DQP – Applied Learning 15%
|
The candidate designs a fully developed cohesive unit of instruction (5 connected lesson plans). | The candidate designs an adequately developed cohesive unit of instruction (5 connected lesson plans). | The candidate designs a partially developed unit of instruction. | The candidate designs a minimally developed unit of instruction. |
The candidate did not attempt |