IMPORTANT: CONTENT AREA COURSES HAVE BEEN UPDATED.

BE SURE YOU CHECK THE 'COURSE START' date and content to submit in the correct location.

For each course, upload the benchmark assessment. Introduce the assignment by using TEXT to type a RATIONALE of how the assignment meets the selected standards. Be sure to use STANDARDS and select from the specified standards that apply to the assignment you have attached. Then, submit each benchmark assignment for evaluation. Send your instructor an email URL notification.

Remember to add the Practicum Documents as an additional attachment.

IMPORTANT:  If this course is not required in your program of study you should indicate this using TEXT to note this and Save only.  Do not submit. Thank you!

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Reading the Word and the World

Practicum Observation Journals:

• Read the Marzano et al. book (assigned in Module 1) in preparation for the practicum observation, and do a Web search for additional literacy strategies that can encourage literacy growth.
• Throughout your practicum (Modules 5-7), observe the students in your class as they demonstrate different literacy traits. Identify them and discuss them as they inform the students’ overall learning.
• Write a journal entry on each practicum observation identifying and evaluating the effectiveness of literacy strategies used by the instructors to support reading in the classroom. Reference strategies from the Marzano et al. book and/or from Web sites utilized for this assignment.
• APA format is not required, but solid writing skill in APA style and a title page are expected 
• Complete practicum observation journals entries in the modules in which they are performed and submit all the entries to be evaluated as part of the Benchmark Assessment by the end of Module 8. 
• Ensure that the classroom teacher has completed a Classroom Teacher Evaluation Feedback Form, found in the practicum manual, for each observation.

Pre-test/Post-test

• Meet with your mentor before a literature-focused unit begins within your practicum schedule.  The purpose of this meeting is for you to familiarize yourself with the unit’s order of operations, goals, and objectives. 
• Develop a pre-test that will be administered to the students focusing on application of major themes found in the text chosen for the unit.  This pre-test will be given to students the first day of the unit, and then again as a post-test with the unit’s summative assessment.
• When the unit is complete, chart your scores from the pre-test and post-test and write a 350-word reflection regarding the scores. What impact did the literature-focused unit have on the post-test scores and the learning of the students?
• APA format is not required, but solid writing skill in APA style is expected.

Class and Student Literacy Profile

• Initially, observe the class as a whole. Focus on the literacy behaviors you see and interpret their general impact on the learning taking place in the classroom. Consider how fluency, vocabulary skills, and comprehension strategiesare emphasized in the learning process, how the differences in interacting with expository and narrative text impacts understanding, whether literature is used to motivate, and whether you see evidence of critical literacy (higher order thinking skills) at play in the classroom.
• Select one student to observe more closely. Look at the student’s written work, listen to the student specifically in discussions, talk to the student about how reading and literacy are incorporated in the student’s life, etc.
• Create a class/student profile of 1250-1500 words that describes both the class (first) and your selected student (second) in terms of literacy traits. Address the considerations listed above and interpret what you saw as it relates to the overall literacy and learning process.
• Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Cite in-text and in the References section.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Effective Pedagogy: Best Practices

Part I: Curriculum Unit Plan

• Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).
• Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.
• Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

Part II: Reflective Essay

• Throughout the practicum, you have observed your mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies your mentors used to support classroom learning. Reference strategies from research utilized for this assignment.
• Construct a 1,500-1,750 word essay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of a similar strategy when teaching students. Be sure to answer the following questions regarding both situations.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Effective Pedagogy: Best Practices

Part I: Curriculum Unit Plan

• Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).
• Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.
• Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

Part II: Reflective Essay

• Throughout the practicum, you have observed your mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies your mentors used to support classroom learning. Reference strategies from research utilized for this assignment.
• Construct a 1,500-1,750 word essay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of a similar strategy when teaching students. Be sure to answer the following questions regarding both situations.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Effective Pedagogy: Best Practices

Part I: Curriculum Unit Plan

• Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).
• Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.
• Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

Part II: Reflective Essay

• Throughout the practicum, you have observed your mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies your mentors used to support classroom learning. Reference strategies from research utilized for this assignment.
• Construct a 1,500-1,750 word essay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of a similar strategy when teaching students. Be sure to answer the following questions regarding both situations.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Effective Pedagogy: Best Practices

Part I: Curriculum Unit Plan

• Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).
• Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.
• Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

Part II: Reflective Essay

• Throughout the practicum, you have observed your mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies your mentors used to support classroom learning. Reference strategies from research utilized for this assignment.
• Construct a 1,500-1,750 word essay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of a similar strategy when teaching students. Be sure to answer the following questions regarding both situations.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Effective Pedagogy: Best Practices

Part I: Curriculum Unit Plan

• Identify, analyze, and evaluate the effectiveness of strategies the mentors used to support classroom learning. Reference strategies from research and coursework (explanation, interpretation, application, perspective, empathy, self-knowledge).
• Design a complete instructional unit, comprised of 10 lesson plans, in your subject area. Decide on an effective lesson plan format; design the essential elements of the lesson to be taught, including key objectives, rationale, activities, and materials; design appropriate assessments; and complete rubrics to both grade the lesson plan format and given assessments. Present and defend the unit to a mentor teacher. Seek guidance on how to improve it.
• Revise the unit using the input of a mentor teacher. Using the revised unit, teach three of the unit’s lessons to a group of students (use a practicum class or teach one student in a tutoring environment).

Part II: Reflective Essay

• Throughout the practicum, you have observed your mentors (three in all). For this reflective essay, analyze and evaluate the effectiveness of strategies your mentors used to support classroom learning. Reference strategies from research utilized for this assignment.
• Construct a 1,500-1,750 word essay reflecting on and evaluating the classroom teacher’s use of a best-practice strategy in a lesson that you observe. Then, reflect on and self-evaluate your own use of a similar strategy when teaching students. Be sure to answer the following questions regarding both situations.

Curriculum Decision Making – Understanding by Design

Component I: 10-day UbD Curriculum Unit

1. Teacher candidates will develop a 10-day (two-week) UbD curriculum unit of study in their content area for a group of students in their Practicum Placement. This unit must align with the State standards. A description of the group of students for which the unit is planned, a course statement, and a unit statement must be included. In addition, the unit must explicitly incorporate the six facets of understanding as presented in Wiggins’& McTighe’s Understanding by Design.
2. A lesson plan will be written for each day of the unit that incorporates the following criteria based on Hunter’s Essential Elements of Instruction lesson plan model: specifies learning objectives, specifies materials and media, includes an anticipatory set, outlines teaching/presentation, offers guided practice, provides closure, and highlights independent practice/formative assessment. Be sure to include a preassessment, at least two Formative assessments, a Summative assessment of your Unit (from Module 7) and a student self-assessment.
3. The 10-day UbD curriculum unit should be complete by the first dayof Module 7.

Component II: On Second thought: Reflection and Peer Review of 10-day UbD Curriculum Unit

1. Post a copy of your 10-Day UbD curriculum unit in your CLC discussion board by the first day of Module 7 along with a 300-400 word reflection of the strengths and weaknesses of your unit.
2. Discuss in your CLC assigned group the strengths and weaknesses of each curriculum unit posted based on your learning in previous weeks of study regarding the facets of understanding, assessment practices, and current trends. How effective was each unit in meeting the needs of a diverse student population? What changes (if any) would need to take place in order for the unit to meet the needs of diverse learners?
3. Provide 3+2 feedback – offer three positive points/strengths and two suggestions for improvement to each member of your CLC group.
4. Compile your 3+2 feedback data you have received from your CLC group members into one document. Attach your reflection on your own unit, and submit the assignment to the instructor by the end of Module 7.

Component III: Final Project

1. Solicit feedback from your mentor teacher about your 10-day UbD curriculum unit plan.
2.  Revise the original unit plan based on the feedback received from the mentor teacher and the information received from the 3 + 2 feedback from all the CLC group members.
3. Combine the original 10-day UbD curriculum unit plan, the strengths/weaknesses reflection sent to the CLC, and the revised10-day UbD curriculum unit plan, all clearly identified, under one APA-style title page as the Benchmark Assessment. Attach the Practicum Placement Form and Observation Record Log.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Curriculum Decision Making – Understanding by Design

Component I: 10-day UbD Curriculum Unit

1. Teacher candidates will develop a 10-day (two-week) UbD curriculum unit of study in their content area for a group of students in their Practicum Placement. This unit must align with the State standards. A description of the group of students for which the unit is planned, a course statement, and a unit statement must be included. In addition, the unit must explicitly incorporate the six facets of understanding as presented in Wiggins’& McTighe’s Understanding by Design.
2. A lesson plan will be written for each day of the unit that incorporates the following criteria based on Hunter’s Essential Elements of Instruction lesson plan model: specifies learning objectives, specifies materials and media, includes an anticipatory set, outlines teaching/presentation, offers guided practice, provides closure, and highlights independent practice/formative assessment. Be sure to include a preassessment, at least two Formative assessments, a Summative assessment of your Unit (from Module 7) and a student self-assessment.
3. The 10-day UbD curriculum unit should be complete by the first dayof Module 7.

Component II: On Second thought: Reflection and Peer Review of 10-day UbD Curriculum Unit

1. Post a copy of your 10-Day UbD curriculum unit in your CLC discussion board by the first day of Module 7 along with a 300-400 word reflection of the strengths and weaknesses of your unit.
2. Discuss in your CLC assigned group the strengths and weaknesses of each curriculum unit posted based on your learning in previous weeks of study regarding the facets of understanding, assessment practices, and current trends. How effective was each unit in meeting the needs of a diverse student population? What changes (if any) would need to take place in order for the unit to meet the needs of diverse learners?
3. Provide 3+2 feedback – offer three positive points/strengths and two suggestions for improvement to each member of your CLC group.
4. Compile your 3+2 feedback data you have received from your CLC group members into one document. Attach your reflection on your own unit, and submit the assignment to the instructor by the end of Module 7.

Component III: Final Project

1. Solicit feedback from your mentor teacher about your 10-day UbD curriculum unit plan.
2.  Revise the original unit plan based on the feedback received from the mentor teacher and the information received from the 3 + 2 feedback from all the CLC group members.
3. Combine the original 10-day UbD curriculum unit plan, the strengths/weaknesses reflection sent to the CLC, and the revised10-day UbD curriculum unit plan, all clearly identified, under one APA-style title page as the Benchmark Assessment. Attach the Practicum Placement Form and Observation Record Log.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Curriculum Decision Making – Understanding by Design

Component I: 10-day UbD Curriculum Unit

1. Teacher candidates will develop a 10-day (two-week) UbD curriculum unit of study in their content area for a group of students in their Practicum Placement. This unit must align with the State standards. A description of the group of students for which the unit is planned, a course statement, and a unit statement must be included. In addition, the unit must explicitly incorporate the six facets of understanding as presented in Wiggins’& McTighe’s Understanding by Design.
2. A lesson plan will be written for each day of the unit that incorporates the following criteria based on Hunter’s Essential Elements of Instruction lesson plan model: specifies learning objectives, specifies materials and media, includes an anticipatory set, outlines teaching/presentation, offers guided practice, provides closure, and highlights independent practice/formative assessment. Be sure to include a preassessment, at least two Formative assessments, a Summative assessment of your Unit (from Module 7) and a student self-assessment.
3. The 10-day UbD curriculum unit should be complete by the first dayof Module 7.

Component II: On Second thought: Reflection and Peer Review of 10-day UbD Curriculum Unit

1. Post a copy of your 10-Day UbD curriculum unit in your CLC discussion board by the first day of Module 7 along with a 300-400 word reflection of the strengths and weaknesses of your unit.
2. Discuss in your CLC assigned group the strengths and weaknesses of each curriculum unit posted based on your learning in previous weeks of study regarding the facets of understanding, assessment practices, and current trends. How effective was each unit in meeting the needs of a diverse student population? What changes (if any) would need to take place in order for the unit to meet the needs of diverse learners?
3. Provide 3+2 feedback – offer three positive points/strengths and two suggestions for improvement to each member of your CLC group.
4. Compile your 3+2 feedback data you have received from your CLC group members into one document. Attach your reflection on your own unit, and submit the assignment to the instructor by the end of Module 7.

Component III: Final Project

1. Solicit feedback from your mentor teacher about your 10-day UbD curriculum unit plan.
2.  Revise the original unit plan based on the feedback received from the mentor teacher and the information received from the 3 + 2 feedback from all the CLC group members.
3. Combine the original 10-day UbD curriculum unit plan, the strengths/weaknesses reflection sent to the CLC, and the revised10-day UbD curriculum unit plan, all clearly identified, under one APA-style title page as the Benchmark Assessment. Attach the Practicum Placement Form and Observation Record Log.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Curriculum Decision Making – Understanding by Design

Component I: 10-day UbD Curriculum Unit

1. Teacher candidates will develop a 10-day (two-week) UbD curriculum unit of study in their content area for a group of students in their Practicum Placement. This unit must align with the State standards. A description of the group of students for which the unit is planned, a course statement, and a unit statement must be included. In addition, the unit must explicitly incorporate the six facets of understanding as presented in Wiggins’& McTighe’s Understanding by Design.
2. A lesson plan will be written for each day of the unit that incorporates the following criteria based on Hunter’s Essential Elements of Instruction lesson plan model: specifies learning objectives, specifies materials and media, includes an anticipatory set, outlines teaching/presentation, offers guided practice, provides closure, and highlights independent practice/formative assessment. Be sure to include a preassessment, at least two Formative assessments, a Summative assessment of your Unit (from Module 7) and a student self-assessment.
3. The 10-day UbD curriculum unit should be complete by the first dayof Module 7.

Component II: On Second thought: Reflection and Peer Review of 10-day UbD Curriculum Unit

1. Post a copy of your 10-Day UbD curriculum unit in your CLC discussion board by the first day of Module 7 along with a 300-400 word reflection of the strengths and weaknesses of your unit.
2. Discuss in your CLC assigned group the strengths and weaknesses of each curriculum unit posted based on your learning in previous weeks of study regarding the facets of understanding, assessment practices, and current trends. How effective was each unit in meeting the needs of a diverse student population? What changes (if any) would need to take place in order for the unit to meet the needs of diverse learners?
3. Provide 3+2 feedback – offer three positive points/strengths and two suggestions for improvement to each member of your CLC group.
4. Compile your 3+2 feedback data you have received from your CLC group members into one document. Attach your reflection on your own unit, and submit the assignment to the instructor by the end of Module 7.

Component III: Final Project

1. Solicit feedback from your mentor teacher about your 10-day UbD curriculum unit plan.
2.  Revise the original unit plan based on the feedback received from the mentor teacher and the information received from the 3 + 2 feedback from all the CLC group members.
3. Combine the original 10-day UbD curriculum unit plan, the strengths/weaknesses reflection sent to the CLC, and the revised10-day UbD curriculum unit plan, all clearly identified, under one APA-style title page as the Benchmark Assessment. Attach the Practicum Placement Form and Observation Record Log.

NOTE:  For a professional presentation please remember to include the Rationale and Standards that apply to this assignment. 

Curriculum Decision Making – Understanding by Design

Component I: 10-day UbD Curriculum Unit

1. Teacher candidates will develop a 10-day (two-week) UbD curriculum unit of study in their content area for a group of students in their Practicum Placement. This unit must align with the State standards. A description of the group of students for which the unit is planned, a course statement, and a unit statement must be included. In addition, the unit must explicitly incorporate the six facets of understanding as presented in Wiggins’& McTighe’s Understanding by Design.
2. A lesson plan will be written for each day of the unit that incorporates the following criteria based on Hunter’s Essential Elements of Instruction lesson plan model: specifies learning objectives, specifies materials and media, includes an anticipatory set, outlines teaching/presentation, offers guided practice, provides closure, and highlights independent practice/formative assessment. Be sure to include a preassessment, at least two Formative assessments, a Summative assessment of your Unit (from Module 7) and a student self-assessment.
3. The 10-day UbD curriculum unit should be complete by the first dayof Module 7.

Component II: On Second thought: Reflection and Peer Review of 10-day UbD Curriculum Unit

1. Post a copy of your 10-Day UbD curriculum unit in your CLC discussion board by the first day of Module 7 along with a 300-400 word reflection of the strengths and weaknesses of your unit.
2. Discuss in your CLC assigned group the strengths and weaknesses of each curriculum unit posted based on your learning in previous weeks of study regarding the facets of understanding, assessment practices, and current trends. How effective was each unit in meeting the needs of a diverse student population? What changes (if any) would need to take place in order for the unit to meet the needs of diverse learners?
3. Provide 3+2 feedback – offer three positive points/strengths and two suggestions for improvement to each member of your CLC group.
4. Compile your 3+2 feedback data you have received from your CLC group members into one document. Attach your reflection on your own unit, and submit the assignment to the instructor by the end of Module 7.

Component III: Final Project

1. Solicit feedback from your mentor teacher about your 10-day UbD curriculum unit plan.
2.  Revise the original unit plan based on the feedback received from the mentor teacher and the information received from the 3 + 2 feedback from all the CLC group members.
3. Combine the original 10-day UbD curriculum unit plan, the strengths/weaknesses reflection sent to the CLC, and the revised10-day UbD curriculum unit plan, all clearly identified, under one APA-style title page as the Benchmark Assessment. Attach the Practicum Placement Form and Observation Record Log.