Writing assignment 7

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Context and Rationale

Describe your classroom context, timing, and logical rationale for your unit project. Include an explanation of assigned time limits and expectations of student progress. Describe how students work at their own pace while adhering to the set time limit for the unit. How will students who fall behind be helped? How will students who work quickly to master content be challenged?

Integration of the Marzano 9 Best Practices

Describe the best-practice aspects of all nine strategies for inclusion within your unit. Where in your unit are you introducing each strategy, and where are you expecting students to be able to use each one? How are your instructions scaffolded to give each student the best opportunity to achieve grade-level mastery by the end of your unit?

Learning Objectives and Standards

How are your lessons and activities scaffolded to lead students to mastery of the overall objectives for the unit? How do your “Must Do”, “Should Do” and “Aspire to Do” elements guide your students to mastery? Be specific.

Video Presentations

Reflect on the differences between the Modern Classroom model of video lectures and the typical PowerPoint lecture presentation. How do active animations, embedded questions and reflections, focused topics, visible teacher, etc. work to increase student comprehension of the concepts?

Learning Model – Collaborative Learning, Independent Practice, Mastery Checks What are the strength/weaknesses of the Modern Classroom delivery model? Include a discussion of opportunities to scaffold instruction, the use of mastery checks, the various options for students to learn at their own pace within a pre-defined length of time for the unit, and any other element of this model that bears reflection/review.

Overall Reflection

The Modern Classroom delivery model is a very different approach to planning and delivering instruction to students as it blends online and face-to-face instruction. Discuss your thoughts and feelings as you worked through this model. Describe your growth as a teacher as you worked through the process of writing the unit. Include a discussion of the Biblical integration theme of Paradigm Shifts and describe any paradigm shifts you experienced. Discuss the elements of this model. How can this model support the delivery of Tier II and Tier III intervention assistance to your students?

Final Unit Reflection Rubric

	Advanced	Proficient	Basic	Minimal
Context and Rationale	Introduction incorporates high- quality and detailed classroom context, timing, and logical rationale for proposed unit project. Detailed explanation is provided about how students working at different spaces will be accommodated.	Introduction incorporates classroom context, timing, and logical rationale for proposed unit project. Some explanation is provided about how students working at different spaces will be accommodated.	Introduction incorporates undeveloped classroom context, timing, and rationale for proposed unit project.	Introduction fails to incorporate description of classroom context, timing, or rationale for proposed unit project.
InTASC 3	20	17	14	11
Integration of Nine Strategies	Demonstrates full consideration of best-practice aspects of all nine strategies for inclusion throughout the unit. Detailed explanation of all instances of scaffolded instruction is provided.	Demonstrates some consideration of best-practice aspects of all nine strategies for inclusion throughout the unit. Detailed explanation of some instances of scaffolded instruction is provided.	Demonstrates some consideration of best-practice aspects of some of the nine strategies for inclusion in final project in introduction, lesson plans, or reflection. General explanation of occasional scaffolded instructions is given.	Demonstrates limited consideration of best-practice aspects of some of the nine strategies for inclusion in final project. Scaffolding is missing or inadequately presented/explained.
InTASC 8	20	17	14	11
Learning Objectives and Standards InTASC 7	Clear learning objectives and standards for each pod are described and daily lesson plans include learning objective for the day. Clear, specific descriptions of how the “Must Do”, “Should Do” and “Aspire to Do” assignments address the objectives and guide students to mastery and enrichment.	Learning objectives and standards are described and daily lesson plans include learning objective for the day. General descriptions of how the “Must Do”, “Should Do” and “Aspire to Do” assignments address the objectives and guide students to mastery and/or enrichment.	Learning objectives and standards are described and daily lesson plans present descriptions of how the “Must Do”, “Should Do” and “Aspire to Do” assignments.	Limited learning objectives or standards are mentioned; daily lesson plans reveal minimal evidence of connection to objectives/standards.
	20	17	14	11
Video Presentations InTASC 5	Reflection clearly identifies elements unique to the Modern Classroom video expectations and compares/contrasts that to what is typically seen in a PowerPoint presentation. Reflection discusses in detail how these differences aid in student comprehension of concepts.	Reflection identifies some elements unique to the Modern Classroom video expectations. Reflection discusses how these differences aid in student comprehension of concepts.	Reflection identifies some elements unique to the Modern Classroom video development guides.	Reflection fails to identify differences between the Modern Classroom video development guides and what is typically seen in a PowerPoint presentation.
	20	17	14	11
Learning Model	Reflection identifies multiple strengths and weaknesses of the Modern Classroom delivery model. Included in the reflection are scaffolding instruction, mastery checks, self-paced learning, collaborative and independent practice. Also discussed are the ways the Marzano 9 Best Practices can be incorporated to aid in improving student comprehension.	Reflection identifies multiple strengths and weaknesses of the Modern Classroom delivery model. Included in the reflection are scaffolding instruction, mastery checks, self-paced learning, collaborative and independent practice (4 of these 5 elements). Also discussed are the Marzano 9 Best Practices.	Reflection identifies one strength and/or one weakness of the Modern Classroom delivery model. Included in the reflection are scaffolding instruction, mastery checks, selfpaced learning, collaborative and independent practice (3 of these 5 elements). Also discussed are the Marzano 9 Best Practices.	Reflection identifies either strengths or weaknesses of the Modern Classroom delivery model. Included in the reflection are scaffolding instruction, mastery checks, selfpaced learning, collaborative and independent practice (0-2 of these 5 elements).
InTASC 4	20	17	14	11
Overall Reflection InTASC 9	Quality, honest reflection includes at least a 500 word Biblical integration and traces growth as a teacher, the process of writing the unit, how to judge the success of the lesson, and particular barriers and opportunities to implementing the nine strategies in classroom practice.	Reflection follows requirements: inclusion of 500-word Biblical integration, growth as a teacher, and the process of writing the unit, how to judge the success of the lesson, and particular barriers and opportunities to implementing the nine strategies in classroom practice.	Reflection is overly superficial or misses one or two of the following components: 500 word Biblical Integration, growth as a teacher, the process of writing the unit, how to judge the success of the lesson, and particular barriers and opportunities to implementing the nine strategies in classroom practice.	Reflection is overly superficial or misses more than two of the following components: 500 word Biblical Integration, growth as a teacher, the process of writing the unit, how to judge the success of the lesson, and particular barriers and opportunities to implementing the nine strategies in classroom practice.
	20	17	14	11
Conventions	Unit plan is flawlessly written in terms of style, grammar, spelling, punctuation, syntax, sentence fluency, diction, and organization. There are no distracting issues and it is clear the work has been proofread.	Unit plan has nearly no errors in terms of style, grammar, spelling, punctuation, syntax, sentence fluency, diction, and organization. There are few distracting issues and it is clear the work has been proofread.	Unit plan contains some errors related to style, grammar, spelling, punctuation, syntax, sentence fluency, diction, and organization.	Unit plan contains many errors related to style, grammar, spelling, punctuation, syntax, sentence fluency, diction, and organization.
	20	17	14	11