Education I need help with homework
Angelia 43
00wordeasyforeducation.docxBenchmark
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Assessment Description
Throughout this course, you have studied the major principles, concepts, and learning theories related to the major developmental milestones and stages of development. With this knowledge, you will explore how to integrate the major principles, concepts, and learning theories when determining the appropriate instructional strategies that meet the diverse needs of all students.
Imagine you are a third-grade general education teacher trying to support the needs of specific students in your classroom. Using the “ELM-500 Case Study,” write a 750–1,000 word essay that addresses the following areas of development:
· Describe each student’s current state of cognitive, linguistic, physical, social, and emotional development.
· Explain how you would use the background information and experiences, interests, and strengths of the students in the case study to design developmentally appropriate and engaging learning experiences, promote the acquisition of knowledge, and increase motivation.
· Describe three developmentally appropriate instructional strategies that a teacher could implement in a third grade classroom to support the learning of all students.
· Explain how you would adjust (differentiate) each instructional strategy to support Alicia, Sena, and Jeremy’s cognitive, linguistic, social, emotional, and physical development. Use major concepts, principles, theories, and other research to support your adjustment suggestions.
· Describe one technique or strategy you could implement with each student in the case study to increase their motivation and promote self-directed learning.
· Explain what personal values and biases may affect teaching and how those can influence student learning, specifically students with diverse needs such as those in the case study.
Support your findings with a minimum of 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
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 LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd Elementary Education (ITL/NITL)
1.1: Apply knowledge of students’ developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [InTASC 1(b), 1(d), 1(e), 1(f), 1(h), 1(i), 2(a), 2(b), 2(c), 2(d), 2(j), 2(m), 3(r); TPE 1.1, 4.2; AAQEP 1a, 1b; MC2, MC5]
1.6: Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents. [InTASC 1(e), 1(h), 2(a), 2(j), 7(j), 7(n), 8(j), 8(k), 8(p); TPE 1.1, 2.1; AAQEP 1b; MC2]
5.1: Reflect on personal values and biases and how they may affect teaching and learning. [InTASC 9(e), 9(i), 9(m); TPE 6.2; MC3, MC4]
MEd Elementary Education and Special Education (ITL/NITL)
1.3: Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]
1.4: Create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3]
Attachment
Support Resources:
Resources:
https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction
https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/
https://www.edutopia.org/article/practical-guide-planning-intentional-differentiation/
Acknowledgements
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Criterion |
1. No Submission |
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2. Insufficient |
3. Approaching |
4. Acceptable |
5. Target |
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Students’ States of Development Students’ States of Development |
0 points Not addressed. |
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20.7 points Description of each student’s current state of cognitive, linguistic, physical, social, and emotional development is inaccurate and/or incomplete. |
22.2 points Description of each student’s current state of cognitive, linguistic, physical, social, and emotional development is somewhat inaccurate and lacks details. |
26.1 points Description of each student’s current state of cognitive, linguistic, physical, social, and emotional development is accurate and detailed. |
30 points Description of each student’s current state of cognitive, linguistic, physical, social, and emotional development is advanced and comprehensive. |
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Developmentally Appropriate and Engaging Learning (B) (C1.1, C1.4) |
0 points Not addressed. |
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31.05 points Explanation of how the background information and experiences, interests, and strengths of the students in the case study can be used to design developmentally appropriate and engaging learning experiences, promote the acquisition of knowledge, and increase motivation is insufficient. |
33.3 points Explanation of how the background information and experiences, interests, and strengths of the students in the case study can be used to design developmentally appropriate and engaging learning experiences, promote the acquisition of knowledge, and increase motivation is shallow. |
39.15 points Explanation of how the background information and experiences, interests, and strengths of the students in the case study can be used to design developmentally appropriate and engaging learning experiences, promote the acquisition of knowledge, and increase motivation is suitable. |
45 points Explanation of how the background information and experiences, interests, and strengths of the students in the case study can be used to design developmentally appropriate and engaging learning experiences, promote the acquisition of knowledge, and increase motivation is meaningful. |
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Developmentally Appropriate Instruction Developmentally Appropriate Instruction |
0 points Not addressed. |
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20.7 points The instructional strategies identified are not developmentally appropriate for students in a third grade classroom and/or would poorly support the learning of all students. |
22.2 points The instructional strategies identified are somewhat developmentally appropriate for students in a third grade classroom but would minimally support the learning of all students. |
26.1 points Most of the instructional strategies identified are developmentally appropriate for students in a third grade classroom and would reasonably support the learning of all students. |
30 points All of the instructional strategies identified are developmentally appropriate for students in a third grade classroom and would skillfully support the learning of all students. |
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Differentiating Instruction to Meet Individual Needs (B) (C1.3, C1.6) |
0 points Not addressed. |
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31.05 points Explanation of how each instructional strategy can be adjusted or differentiated to support the cognitive, linguistic, social, emotional, and physical development of the students in the case study is unfitting. The explanation and adjustment suggestions are insufficiently supported by learning theories, major concepts, principles, and research. |
33.3 points Explanation of how each instructional strategy can be adjusted or differentiated to support the cognitive, linguistic, social, emotional, and physical development of the students in the case study is overly simplistic. The explanation and adjustment suggestions are ambiguously supported by learning theories, major concepts, principles, and research. |
39.15 points Explanation of how each instructional strategy can be adjusted or differentiated to support the cognitive, linguistic, social, emotional, and physical development of the students in the case study is reasonable. The explanation and adjustment suggestions are successfully supported by learning theories, major concepts, principles, and research. |
45 points Explanation of how each instructional strategy can be adjusted or differentiated to support the cognitive, linguistic, social, emotional, and physical development of the students in the case study is ideal. The explanation and adjustment suggestions are skillfully supported by learning theories, major concepts, principles, and research. |
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Motivation and Self-Direction Motivation and Self-Direction |
0 points Not addressed. |
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20.7 points Techniques and/or strategies that could be implemented with the students in the case study to increase motivation and promote self-directed are inappropriate. |
22.2 points Techniques and/or strategies that could be implemented with the students in the case study to increase motivation and promote self-directed learning do not demonstrate best practices. |
26.1 points Techniques and/or strategies that could be implemented with the students in the case study to increase motivation and promote self-directed learning are appropriate. |
30 points Techniques and/or strategies that could be implemented with the students in the case study to increase motivation and promote self-directed learning demonstrate best practices. |
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Values and Biases (B) (C5.1) |
0 points Not addressed. |
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20.7 points Explanation of what personal values and biases may affect teaching and how those can influence student learning is unintelligible. |
22.2 points Explanation of what personal values and biases may affect teaching and how those can influence student learning is surface level. |
26.1 points Explanation of what personal values and biases may affect teaching and how those can influence student learning is logical. |
30 points Explanation of what personal values and biases may affect teaching and how those can influence student learning is insightful. |
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Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience. |
0 points Not addressed. |
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14.49 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident. |
15.54 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience. |
18.27 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience. |
21 points The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience. |
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Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development. |
0 points Not addressed. |
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16.56 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered. |
17.76 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in the organization or the relationship of ideas. Conclusion is simplistic and not fully aligned with the development of the purpose. |
20.88 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns with the development of the purpose. |
24 points The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns with the development of the purpose. |
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Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives. |
0 points Not addressed. |
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10.35 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer. |
11.1 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present. |
13.05 points Specific and appropriate evidence is included. Other perspectives are integrated. |
15 points Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively. |
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Format/Documentation Uses appropriate APA style and formatting to document sources in citations and references. |
0 points Not addressed. |
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10.35 points Appropriate format is not used. No documentation of sources is provided. |
11.1 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident. |
13.05 points Appropriate format and documentation are used with only minor errors. |
15 points No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated. |
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Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc. |
0 points Not addressed. |
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10.35 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout. |
11.1 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent. |
13.05 points Few mechanical errors are present. Suitable language choice and sentence structure are used. |
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