ML4002

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Competency ML4002: Child/Family Contexts and Meaningful Learning and Teaching: Analyze characteristics of

communities, classrooms, families, and children to support meaningful learning and teaching in P-3 classrooms.

Assessment Rubric

0 Not Present

1 Needs Improvement

2 Meets Expectations

Topic 1: Community, Family, and Child Contexts

Explain the context for learning and teaching in your field setting, including relevant factors about the community, school, children and families served in this setting. Be sure to include any additional information that provides insight into this particular setting and group of children. In other words, what specific considerations do you need to think about as you’re planning for these children in this location (e.g., children and families who are homeless, children/families who are migrant workers, a

Response is not present.

Explanation of contexts for learning and teaching in the field experience setting is vague, generalized, illogical, and/or incomplete.

Response provides a detailed, specific, logical and relevant explanation of contexts for learning and teaching in the field experience setting.

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child with Down Syndrome, and/or children who have had exceptional experiences). LO1: Explain contexts for learning and teaching in specific early childhood settings.

Topic 2: Strategies for Getting to Know Children, Families, and Communities

Analyze the strategies and methods utilized by the professional educators in your field work setting to gain insight into the characteristics of the community, families, and children they serve. LO1: Analyze strategies and methods to gain insights into characteristics of communities, families, and children in specific settings.

Response is not present.

Analysis of strategies and methods to gain insights into characteristics of the community, families, and children in the field experience setting are vague, generalized, illogical, and/or incomplete.

Response provides a detailed, specific, logical and relevant analysis of strategies and methods to gain insights into characteristics of the community, families, and children in the field experience setting.

Based on the resources you have read, how effective do

Response is not present.

Analysis of effectiveness of strategies and methods used to gain insights into

Response provides a detailed, specific, logical, and relevant analysis of the effectiveness of

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the strategies and methods appear to be? What other research- based strategies and methods might you recommend? LO2: Analyze effectiveness of strategies and methods used to gain insights into characteristics of communities, families, and children in specific settings.

characteristics of the community, families, and children in the field experience setting are vague, generalized, illogical, and/or incomplete.

strategies and methods used to gain insights into characteristics of the community, families, and children in the field experience setting.

What other research- based strategies and methods might you recommend? LO3: Recommend research-based strategies and methods to gain insights into characteristics of communities, families, and children in specific settings.

Response is not present. Recommendations of research-based strategies and methods to gain insights into characteristics of communities, families, and children in the field experience setting are vague, inaccurate, illogical, and/or incomplete.

Response provides clear, logical, insightful, and relevant recommendations of research- based strategies and methods to gain insights into characteristics of the community, families, and children in the field experience setting.

Topic 3: Impact of Context on Meaningful Learning and Teaching

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Explain how teacher knowledge of context impacts the development of meaningful learning and teaching for any particular group of young children. Cite at least three relevant sources from the professional knowledge base and give at least three examples from the literature, your interview with your field experience teacher, and/or your own professional experience to illustrate your thinking. LO1: Explain how teacher knowledge of context impacts the development of meaningful learning and teaching for any particular group of young children.

Response is not present.

Explanation of how teacher knowledge of context impacts the development of meaningful learning and teaching for any particular group of children is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, research-based explanation of how teacher knowledge of context impacts the development of meaningful learning and teaching for any particular group of children.

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Written Communication: Write with clarity, coherence, and purpose.

0 Not Present

1 Needs Improvement

2 Meets Expectations

LO1: Construct complete and correct sentences. (AWE 2; Sentence-Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.

Sentence structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence-Level Skills)

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph-Level Skills)

Paragraphs, or lack of paragraphs, impede reader’s access to ideas.

Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.

Main idea and/or supporting paragraphs effectively convey meaning to reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

LO6: Identify sources. (AWE 2; Credit to source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

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LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline)

Vocabulary and tone are inappropriate for the audience.

Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas.

Vocabulary and tone communicate key concepts that are appropriate for the audience.

LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source)

APA formatting and style are not present.

Writing inconsistently uses in- text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity.

Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.

Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems.

0 Not Preset

1 Needs Improvement

2 Meets Expectations

LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study.

Elements or parts of the problem or question are not presented.

Elements or parts of the problem or question are presented in a disorganized manner.

Elements or parts of the problem or question are presented in an organized manner.

Mastery Rubric

Exceeds Expectations: In-Depth Analysis

LO1: Analysis of contexts synthesizes in-depth information

Analysis of how contexts support the development of meaningful learning and teaching in the field experience setting synthesizes information from multiple sources including research-based

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from multiple relevant sources.

resources; Host Teacher’s and other field experience professional’s knowledge, experience, and recommended resources; and examples from field experience observations.

 Yes

 No