You are on page 1of 3

RATIONALE CHECKLIST

Rationale II
PART I: ED 289A Module 2
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 4: Content Knowledge
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Unit Plan (Planning and assessment)

PART III: III. COURSE


Improve your proficiency for the ED289: Educational Psychology
HTSB standard
IV. TEACHING ARTIFACT DESCRIPTION
1) Choose a unit in your CTE field to teach to your case study
PARTS I-III DEFINED 2) Write out the objectives and assessments for the unit/lesson plans
3) Provide a rationale for your unit/lesson plan
PART I:
State standard, teaching artifact, V. TEACHING ARTIFACT RESULTS
and course name. Provide an For this assignment, first I chose the heat transfer graphics design unit I will
accurate description of the be teaching in the coming weeks. Then I gave a unit summary explaining
artifact. Provide a sufficient what will be covered in this unit, which skills the students have already
description of the artifact results. learned that they will have to use and which new skills the students will learn.
Then I selected CTE and state standards that align with this unit and also
PART II: listed materials and resources that will be used. Next, I broke down the unit
Identify at least one appropriate into five lessons and selected benchmarks I wanted to cover in each lesson.
sub-standard and include the I gave a description of the lesson assessments and instruction summaries of
entire language.. Connect the exactly what will be taught during this unit.
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 2
PART I: I. SUB-STANDARD
Describe a teaching artifact that 4.3 (Module 3 Focus Area #3):
represents the overall HTSB CANDIDATE USES MULTIPLE REPRESENTATIONS OF CONTENT - Does
standard Candidate use multiple representations and explanations that capture key
ideas in the discipline, guide learners through learning progressions, and
PART II: promote each learners achievement of content standards?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I demonstrate that I use multiple representations and explanations that
capture key ideas in the discipline by describing the different teaching
PART III: techniques I will be using in each of the five lessons in this unit. For example,
Improve your proficiency for the I will be using reviews, worksheets, demonstrations, group work, peer
HTSB standard critique, teacher critique and creating a product through hands-on activities.
I also demonstrate that I guide learners through learning progressions
by having students check their completed work with each section before
PARTS I-III DEFINED moving on to the next section. That way I can let them know what they are
doing well and correct them on errors along the way. Finally, I promote each
PART I:
learners achievement of content standards by connecting each lesson to
State standard, teaching artifact,
specific standards and benchmarks.
and course name. Provide an
accurate description of the
III. SELF-ASSESSMENT
artifact. Provide a sufficient
I would rate myself as a 4 (Candidate always does this as a teacher) or
description of the artifact results.
exceeds proficiency because I always map out my lesson plans and
make sure to include various methods of teaching content in each unit.
PART II:
I also always make sure that students have access to the standards and
Identify at least one appropriate
benchmarks we are covering in each lesson.
sub-standard and include the
entire language. Connect the
IV. EVIDENCE OF SELF-ASSESSMENT
language of the sub-standard
One evidence of self-assessment is the tshirt design project packet that I
to the artifact. State your
create for students to use throughout this unit plan. In the packet, students
proficiency level for the sub-
have access to the standards we are covering, each step in the project
standard. Provide appropriate
process, space to do all of their work (sketching, color palettes, etc), spaces
evidence that supports your self
for me to check and sign off on their work after each step and areas where
assessment.
they can take notes along the way.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
RATIONALE CHECKLIST Part 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 2.2 CANDIDATE INCORPORATES MULTIPLE INTELLIGENCE/LEARNING
represents the overall HTSB STYLES - Does Candidate incorporate multiple approaches to learning that
standard engage a range of learner preferences?

PART II: II. WHAT TO IMPROVE?


Connect the teaching artifact to I am constantly trying to work on new ways to teach content so that all
a sub-standard and assess your students who learn differently from each other have the means of meeting
proficiency standards and successfully completing projects. I would like to expand my
knowledge of different learning styles and teaching techniques to match
PART III: each learning style.
Improve your proficiency for the
HTSB standard III. RESEARCH FINDINGS
i. This article gives some teaching tips on how to best teach to each
learning style. Some tips that I found most helpful are using learning
PARTS I-III DEFINED maps for visual learners, using discussion and video resources for
auditory learners and giving checklists for kinesthetic learners.
PART I:
Resource: http://www.umassd.edu/dss/resources/
State standard, teaching artifact,
faculty staff/howtoteachandaccommodate/
and course name. Provide an
howtoaccommodatedifferentlearningstyles/
accurate description of the
ii. This article gives detailed explanations of characteristics and teaching/
artifact. Provide a sufficient
learning strategies to fit each learning style. Some descriptions that
description of the artifact results.
I found helpful include - visual learners enjoy advance planning and
memorize graphics or pictures, auditory learners are more easily
PART II:
distracted and kinesthetic learners like to be frequently in motion.
Identify at least one appropriate
Resource: http://www.getadministrate.com/blog/how-to-teach-to-
sub-standard and include the
different-learning-styles/
entire language.. Connect the
language of the sub-standard
IV. IMPLEMENTATION OF FINDINGS
to the artifact. State your
Based on my research, I plan to work on reaching students of all learning
proficiency level for the sub-
standard. Provide appropriate styles by using the following techniques:
evidence that supports your self
assessment. 1) Make sure I always give directions verbally, in written form and use models
and demonstrations when possible
PART III:
Identify an appropriate sub-
2) Incorporate both individual work and group work to each lesson
standard and clearly state a
desired improvement. Describe
at least two appropriate research 3) Have students of different learning styles help each other grasp the
findings with viable resources. material
Describe/demonstrate a specific
example how you plan to
improve.