ECY 300 High Stakes Assignment:  Your High Stakes Assignment for ECY 300 is the Special Need Project, your project consist of (5) parts:

1. Observation and Reflection Log (please see attached form)
2. Cooperating Teacher Evaluation Form (please see attached form)
3. Teacher Interviews (General and Special Education Teacher)
4. Thank you letter to Cooperating Teacher
5. Summary and Reflection Paper

During this term you will be involved in developing a base of knowledge about many exceptionalities.  This project is a high stakes assessment item (refer to your syllabus) that requires twenty (20) hours of field-based learning experience with individuals with disabilities and a five (5) page paper summarizing and reflecting on your experience. 

FIELD BASED HOURS:

You will be responsible completing 20 hours of field-based learning experience with individuals with disabilities.  Your instructor will discuss examples of possibilities in class.  These might include working with clients at The Exceptional Foundation, working at a respite care opportunity, assisting a special needs sports team, or taking an individual with a disability shopping.   There are many opportunities available for consideration in our community.  You will need to have your choices approved by your instructor.

 Field-based hours must be hands on contact with individuals with disabilities.  Going with a group and watching others interact or other forms of observation will not meet the requirements of this assignment.  When you complete your hours, have your contact person sign a verification form of your effort.  These forms must be turned in with your project.

SUMMARY AND REFLECTION PAPER

 Your experience will be summarized in a 5 page written paper.  Your paper should follow these content guidelines.  Summarize your experiences.  Describe where your experience took place and your involvement  during your 20 hours. – Approximately 1 ½  pages Reflect on what you learned during your experience.  Consult the attached rubric and description of Outcome 3.  Be sure to address the criteria as described and add other reflections you deem important to your paper. – Approximately 1 ½ pages.

How will your experiences influence you as a teacher in the future?  Consider the knowledge you have gained from class and weave it together with your field-based experiences to describe changes or confirmations in how you will approach and support individuals with disabilities as students in your classroom and school settings and within the community at large.  This discussion should include, but not be limited to, the criteria described in the rubric. – Approximately 1 ½ -2 pages .

Please see attachment for ECY Grading Rubic.

EDF 362 High Stakes Assignment

Ethonographic Case Study

Please see attachments for High Stakes Assignments

Requirements for Unit Lesson Plan

Develop an original unit covering one or two weeks of instruction, not to include a review day or a test day, on a major topic in mathematics. (You may incorporate the daily plan that you did individually as one of the lessons.)  You may include labs, worksheets, etc. that are produced by the textbook publisher if you think that they are appropriate, but also include some original activities and assessments that you create or adapt from other sources.  You do not have to go into the extreme detail on each daily lesson as you did on the daily plan.  However, key example and activities should be included as they would be used by students.  Be sure to incorporate your knowledge of learning styles, diversity, and uses of technology into the unit.

Your Unit should be submitted in LiveText or Taskstream.  Organize your unit as follows:

1.         Title: Choose a descriptive title for your unit.

2.        Time Allotment: How long is each class period and how many days will the unit last (at least 5 days, not to include a review or test day)?

3.        Class Characteristics: Describe the students for which your unit is planned (grade, ability level, special situations).

4.       Rationale for Unit: Why is it important that students learn the topics and skills included in this unit?  How does it relate to previous learning and prepare students for future learning?  How does it relate to their lives?

5.        Instructional Goals: List your overall goals or unit objectives.

6.        Standards: List the national, state, and local content standards that are met by the activities in your unit.

7.        Materials and Resources: List the general resources that you will use (titles of books or videos,  Internet sites, names of math kits, names of guest speakers, etc.)

8.        Lesson Plans: Include your daily lesson plans for each day of the unit. Use the standard lesson plan format provided to you (template for Secondary Education).  In planning your daily objectives, keep in mind learning styles, diversity, and technology.  Incorporate both teacher-centered instruction, such as mini-lectures, class discussion, or demonstrations, and student-centered learning, such as discovery lessons, small group work, or individual projects.

9.        Formative Assessment: Include copies or descriptions of the daily assessments that you will use to monitor ongoing learning, such as worksheets, homework exercises, check sheets, writing tasks, or quizzes.

10/24/11

Requirements for Unit Lesson Plan

Develop an original unit covering one or two weeks of instruction, not to include a review day or a test day, on a major topic in mathematics. (You may incorporate the daily plan that you did individually as one of the lessons.)  You may include labs, worksheets, etc. that are produced by the textbook publisher if you think that they are appropriate, but also include some original activities and assessments that you create or adapt from other sources.  You do not have to go into the extreme detail on each daily lesson as you did on the daily plan.  However, key example and activities should be included as they would be used by students.  Be sure to incorporate your knowledge of learning styles, diversity, and uses of technology into the unit.

Your Unit should be submitted in LiveText or Taskstream.  Organize your unit as follows:

1.         Title: Choose a descriptive title for your unit.

2.        Time Allotment: How long is each class period and how many days will the unit last (at least 5 days, not to include a review or test day)?

3.        Class Characteristics: Describe the students for which your unit is planned (grade, ability level, special situations).

4.       Rationale for Unit: Why is it important that students learn the topics and skills included in this unit?  How does it relate to previous learning and prepare students for future learning?  How does it relate to their lives?

5.        Instructional Goals: List your overall goals or unit objectives.

6.        Standards: List the national, state, and local content standards that are met by the activities in your unit.

7.        Materials and Resources: List the general resources that you will use (titles of books or videos,  Internet sites, names of math kits, names of guest speakers, etc.)

8.        Lesson Plans: Include your daily lesson plans for each day of the unit. Use the standard lesson plan format provided to you (template for Secondary Education).  In planning your daily objectives, keep in mind learning styles, diversity, and technology.  Incorporate both teacher-centered instruction, such as mini-lectures, class discussion, or demonstrations, and student-centered learning, such as discovery lessons, small group work, or individual projects.

9.        Formative Assessment: Include copies or descriptions of the daily assessments that you will use to monitor ongoing learning, such as worksheets, homework exercises, check sheets, writing tasks, or quizzes.

Requirements for Unit Lesson Plan

Develop an original unit covering one or two weeks of instruction, not to include a review day or a test day, on a major topic in mathematics. (You may incorporate the daily plan that you did individually as one of the lessons.)  You may include labs, worksheets, etc. that are produced by the textbook publisher if you think that they are appropriate, but also include some original activities and assessments that you create or adapt from other sources.  You do not have to go into the extreme detail on each daily lesson as you did on the daily plan.  However, key example and activities should be included as they would be used by students.  Be sure to incorporate your knowledge of learning styles, diversity, and uses of technology into the unit.

Your Unit should be submitted in LiveText or Taskstream.  Organize your unit as follows:

1.         Title: Choose a descriptive title for your unit.

2.        Time Allotment: How long is each class period and how many days will the unit last (at least 5 days, not to include a review or test day)?

3.        Class Characteristics: Describe the students for which your unit is planned (grade, ability level, special situations).

4.       Rationale for Unit: Why is it important that students learn the topics and skills included in this unit?  How does it relate to previous learning and prepare students for future learning?  How does it relate to their lives?

5.        Instructional Goals: List your overall goals or unit objectives.

6.        Standards: List the national, state, and local content standards that are met by the activities in your unit.

7.        Materials and Resources: List the general resources that you will use (titles of books or videos,  Internet sites, names of math kits, names of guest speakers, etc.)

8.        Lesson Plans: Include your daily lesson plans for each day of the unit. Use the standard lesson plan format provided to you (template for Secondary Education).  In planning your daily objectives, keep in mind learning styles, diversity, and technology.  Incorporate both teacher-centered instruction, such as mini-lectures, class discussion, or demonstrations, and student-centered learning, such as discovery lessons, small group work, or individual projects.

9.        Formative Assessment: Include copies or descriptions of the daily assessments that you will use to monitor ongoing learning, such as worksheets, homework exercises, check sheets, writing tasks, or quizzes.