Running head: EMOTIONAL REGULATION 1

Educational Philosophy Statement: Emotional Regulation

Brittany Davis

Post University

13 December 2023

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
EDU603 FINAL PROJECT 2

Emotional Regulation

Part I: Statement of Educational Philosophy

The field of education is continuously advancing, so it is essential that educators stay

ahead of the game to ensure their students are obtaining the best possible teachings and

instructional methods. A philosophy of education has an intense impact on student learning, as it

provides a basis for understanding the nature and purpose of education (SEO, 2023). When

teachers appreciate and recognize the history and theories of education, they ultimately gain a

deeper comprehension of their role and the influence they have on their student learners. When

educators can understand the philosophies of education, they will eventually be able to “develop

lesson plans that best support their students’ needs and help them to reach their full potential”

(SEO, 2023, para. 37). The philosophy that will support my curricular and instructional choices

that I am developing is the Behaviorist Theory. I will be developing a unit on emotional

regulation among children on the autism spectrum. Behaviorists believe that “the environment a

person is in will determine a person’s behavior and all behavior is the result of the environment’s

stimulus and a person’s response to that stimulus” (Post University, 2021, p. 3). When discussing

individuals on the autism spectrum, it is important to remember that these learners may fail to

retain adaptive emotional regulation strategies and instead react impulsively to emotional stimuli.

These behaviors are often explained as deliberate or defiant but may be due to poor emotional

management skills (Mazefsky et al., 2013, para. 6).

To assist with these behaviors, I will state objectives in very specific and detailed terms

prior to instruction and incorporate learning activities aligned to achieve the desired ends for the

learner(s) (Ediger, 2006). Ediger (2006) states that these goals will “need to match with what is

stated in the desired objectives; and an assessment to ascertain if each objective has been
EDU603 FINAL PROJECT 3

achieved” (p. 181). My vision also includes the integration of The Zones of Regulation and

helping students understand how to detect triggers, read body language, consider their reactions,

and think about the social context. The Zones of Regulation curriculum “uses a cognitive

behavioral approach delivered over 18 sessions to assist students to build self-regulation skills”

(Romanowycz et al., 2021, p. 43). With the incorporation of emotional regulation strategies and

The Zones of Regulation into my daily lesson plans, I hope that my students develop a deeper

understanding of this methodology and continue to enhance their skills on how they can increase

their sensory regulation, regulate their emotions, and become more skillful and self-aware

problem solvers (Main, 2022).

The big ideas and understandings that I hope my students will take away from being in

my classroom are the ability to identify, understand and accept emotional experiences. Emotional

regulation often includes the ability to control impulsive behaviors when upset or agitated and

how to appropriately manage these emotional experiences. I hope that my students leave my

classroom knowing how to control these impulsive behaviors when they start to sense

themselves getting upset or agitated and use the strategies that I implemented to better help

regulate themselves. I want my students take away the knowledge and understanding of

how/why their feelings change, how they can express their feelings/emotions, and how they can

manage these emotions. My students should leave my classroom knowing how to document their

emotions as well as the events that trigger these changes. They should also leave my classroom

knowing the role that empathy plays in understanding someone else’s emotions. I also hope that

my students take away the concept of communication and how to continue to communicate their

feelings effectively within different social contexts. These various ideas and understandings are
EDU603 FINAL PROJECT 4

essential in the concept of emotional regulation, and I will continue to teach my students their

importance.

Furthermore, I teach because teaching students on the spectrum is extremely rewarding,

even though it does come with many challenges. Teaching students the concept of emotional

regulation seems to be the toughest out of all these challenges. I teach emotional regulation

because I know how important it is for children on the autism spectrum to learn how to regulate

their emotions. Teaching the concept of emotional regulation to students on the spectrum can

help them have fewer emotional outbursts, help with social anxiety, and even decrease

aggressive behaviors or frequent meltdowns. I enjoy being able to teach my students the Zones

of Regulation and the idea of emotional regulation, as it helps them immensely.

My strategies and methodologies as a teacher involve the concept of applied behavior

analysis as well as teaching my students the different approaches that they can use to regulate

their emotions and understand other’s emotions. As a teacher, I believe that it is important we

teach our students to understand what empathy looks like, how to communicate their feelings

effectively and how to focus on empowering them to manage their emotions independently. I

will continue to do this by integrating movement breaks and deep breathing techniques as well

incorporating creative activities such as art or writing where my students can express their

emotions in various forms. By doing this, I am showing my role as the teacher and helping my

students learn the purpose of these methods and how they can use them within the classroom and

in real world settings. The purpose of this educational context is to show students that they can

regulate their emotions all on their own and that they can do it with just a few techniques or

strategies. The role of the student is to take these approaches and use them in scenarios inside or

outside of the classroom, and to continue to use them so that they will be able to emotionally
EDU603 FINAL PROJECT 5

regulate themselves and communicate how they are feeling with the absence of negative

behaviors.

While working with these diverse students and using UDL, it is important for myself and

other educators to remember that goal setting in the UDL framework is meant to be “process

oriented—that teachers get to know their students and work either with them, or in consideration

of their individual needs, and set a path for achieving these goals” (Post University, 2021, p. 1).

To provide each student with the necessary skills to better regulate themselves, they should have

access to a visual aid to chart emotions and pictures or phrases that describe each level of

emotion (happy, sad, angry, nervous, etc.). Additionally, whole group discussions should be

integrated to support all students with understanding emotions and feelings and regular small

group discussions should be incorporated with game-based learning activities to better support

students who struggle with regulating themselves or have trouble labeling emotions. Although

these are only a few of the various methods to help with emotional regulation, the possibilities

are endless, and educators should continue to set goals within this UDL framework.
EDU603 FINAL PROJECT 6

Part II: Rationale of Curriculum

The unit is designed for a Special Education classroom of first and second graders. The class that

this unit was designed for consists of:

 13 students (8 second graders & 5 third graders) 7-8 years old

 3 girls & 10 boys

 All diagnosed with ASD

 Mixture of non-verbal and verbal students

 African/American & Hispanic/Latino

Due to these students having no prior experience with the Zones of Regulation or

emotional regulation, the choice of this curricular unit was an easy one. When choosing this

curricular unit, I kept in mind that the right instructional strategies and emotional regulation

techniques can play a significant role in the success of any learning environment. By selecting

appropriate instructional strategies, educators can ensure that their teaching methods match the

needs and abilities of their students, leading to more effective learning outcomes. Additionally,

emotional regulation techniques can help students manage their emotions and reduce stress,

which can improve their overall well-being and success in the classroom.

Instructional strategies are important and extremely beneficial because they can help

teachers engage their students in the learning process. By using a variety of strategies such as

active learning, cooperative learning, and problem-based learning, teachers can tailor their

instruction to meet the needs of individual learners. This can lead to more meaningful and

effective learning experiences for students.

Furthermore, student variability in emotional regulation can be a significant challenge for

educators. Some students might struggle with regulating their emotions, which can negatively
EDU603 FINAL PROJECT 7

impact their learning experience. To better assist with this obstacle, educators can employ the

Universal Design for Learning (UDL) principles to create a more inclusive learning environment

for all students. Common elements of a UDL experience include “intentional, flexible options for

all students to use and student access to resources from the start of a lesson” (Universal Design

for Learning (UDL): A Teacher’s Guide, n.d., para. 13). To assure that students have their needs

met, these flexible options (feelings chart, Zones of Regulation) and access to other various

resources will be readily available at the start of each lesson.

When introducing these instructional goals to my students and tailoring to their specific

needs and applying representation, I will consider whether the learner prefers physical materials

or using a computer to do their work. Within my career field, there are many students who do not

work well with physical materials in front of them (e.g. flash cards, white boards, paper), but do

work well with a computer. Additionally, the principle of action and expression is also applied

by considering what works well for my students and how they learn best. Although I have

students who do not work well with physical materials in front of them, I do have students who

only prefer physical materials and do not like using a computer. Finally, when applying the

principle of engagement, I will have multiple whole group discussions every day, allowing

students to participate and collaborate on the topic at hand. When doing so, I will use Google

Slides/Jamboard for my presentations and apply game-based learning resources (e.g. ABCYa,

Education.com, Starfall) for active engagement and participation, while also incorporating turn-

taking goals at the same time. Post University (2021) states that it is important to consider

offering learners a variety of modalities for achieving their goals (p. 5). This is important within

my curricular unit as I will be integrating game-based learning and other turn-taking games,

allowing learners a choice of what they might prefer to do or play.

EDU603 FINAL PROJECT 8

The use of these UDL principles will provide a framework for creating a flexible learning

environment that can accommodate student variability in all aspects of learning, including

emotional regulation.
EDU603 FINAL PROJECT 9

Part III: Unit Plan

Stage I

2-3 Grade: Emotional Regulation

Description of unit:

To maintain an environment with more positive behaviors, the integration of emotional

regulation and The Zones of Regulation are essential. Students will begin to acquire more
knowledge of knowing how to detect triggers, read body language, consider their reactions,
and think about the social context. Children on the autism spectrum will learn how they can
increase their sensory regulation, regulate their emotions, and become more skillful and self-
aware problem solvers.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Students will end each lesson knowing The Students will be able to identify each zone by its
Zones of Regulation (blue, green, yellow, and color and be able to identify when they are in each
red) and what each zone represents zone at any given time

Students will be able to demonstrate sorting
their emotions into four zones with increased
self-awareness and social/emotional skills
leaving more time for learning rather than
behavioral management
Students will be able to identify and explain facial
expressions, how each emotion is different from one
another, and which zones these emotions are in
within the Zones of Regulation

Students will understand each zone and will Students will be able to identify and apply the Zones
understand ways to connect and apply skills in of Regulation in real-world settings by using various
context. methods to help regulate their emotions
EDU603 FINAL PROJECT 10

Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those Inquiry used to explore generalizations
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings:  How and why do my feelings change?

 Students will understand how and  How can I express my
why their feelings change with the feelings/emotions?
use of personal reflections/journals  How can I manage my emotions?
for students to document emotions
and triggers that caused these
emotions.
 Students will understand how they
can express their feelings/emotions
with the use of creative activities to
express their emotions in various
art forms.
 Students will learn and understand
how to manage their emotions by
the expansion of calming strategies
to cater to their diverse learning
preferences.

Unit Specific Enduring Understanding

 Emotional Regulation
 Zones of Regulation
 Feelings/Emotions

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know…

 How and why their feelings might change during different scenarios
EDU603 FINAL PROJECT 11

 How and why expressing their feelings/emotions is beneficial to them

 Why managing their emotions independently is important

Skills
The students will be able to…

 Identify and understand changes in feelings by using the Zones of Regulation

 Associate facial expressions with emotions as well as emphasize the importance of
expressing emotions and recognizing empathy
 Communicate their feelings effectively in different social contexts independently
 Express their feelings and emotions independently
 Manage their emotions independently
EDU603 FINAL PROJECT 12

Stage 2

Stage 2 – Assessment Evidence

Performance Task:

Students will make a "Happy Memories Scrapbook Story.” Students will be able to identify happy
memories and experiences that they remember having with their family/friends and be able to write
about them. When children can recognize their emotions, they are able to regulate themselves on their
own and regulate themselves more sufficiently. The incorporation of a scrapbook story will allow my
students to recognize and identify the emotion that is "happy" and associate different real-world
scenarios where they or someone they knew were happy.

GRASPS Elements of the Performance Task

G – Goal G - The student’s goal is to write a story about a happy experience/memory in
What should students accomplish by their life
completing this task?
R – Role R - The student will be a contributor to a scrapbook about happy memories
What role (perspective) will your
students be taking?
A - The audience will be family members and other people who contributed to
A – Audience those happy experiences
Who is the relevant audience?

S – Situation S - The student will choose a happy and memorable experience he/she has
The context or challenge provided engaged in with family/friends, etc. The student will draw a picture and write a
to the student. story.

P – Product, Performance P - The student will develop a story about a happy/memorable experience
What product/performance will the his/her family/friends have had together.
student
create?

S – Standards & Criteria

for Success S - See appendix C
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals, or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.

Students will be observed daily through Students will reflect upon or self-assess their
behavioral observation, where myself, a learning by using words expressively or
Paraprofessional or another educator can through an AAC device. Students will use
monitor the student's behavior in the visual aids or tools, such as graphic organizers
EDU603 FINAL PROJECT 13

classroom or other settings to see if they are or checklists, to help themselves organize
able to manage their emotions appropriately. their thoughts and track their progress.
This can include things like staying calm during
conflicts, taking breaks when needed, and
communicating effectively with others.

Stage 3

Learning Plan (Stage 3)

Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
Students will have a clear understanding of how to identify
each zone in the Zones of Regulation by its color and be able to
identify each emotion/feeling associated with each zone and
when they are in each zone at any given time. Students will be
active within their progress through hands-on activities, game-
based learning, whole group and small group discussions, and
other activities tailored to their needs.
Students will be taught and introduced to real-life scenarios
that students may encounter in their daily lives. Students will
be asked how they would react if they were in a situation that
made them feel angry/frustrated or happy. Students will also
be asked to identify and associate feelings/emotions with
game-based learning tools and Web 2.0 tools.
Students will understand how they can express their
feelings/emotions with the use of creative activities to express
their emotions in various art forms. Students will explore the
EDU603 FINAL PROJECT
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their work? their diverse learning preferences. Students will be encouraged
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and
sequence the learning activities to
14
Zones of Regulation and will also be asked to create a “Happy
Memories Scrapbook Story” where they will be able to identify
happy memories and experiences that they remember having
with their family/friends and be able to write about them.
Students will understand how and why their feelings change
with the use of personal reflections/journals for students to
document emotions and triggers that caused these emotions.
This will allow them to recognize their emotions so that they
are able to regulate themselves on their own and more
sufficiently. Students will also explore negative emotions by
acting out real-life scenarios with their classmates to better
assist them should these emotions arise in the future.
Students will learn and understand how to manage their
emotions by the expansion of calming strategies to cater to
to think critically about their work. When revisiting their work,
students should ask themselves questions such as: What did I
do well? What could I improve? What did I learn from this
experience? By asking these types of questions, students can
identify areas where they need to improve and develop a plan
to address them. Students will revisit their work by taking a
break or asking for a break throughout the day. This can help
students regulate themselves and better understand their
emotions. Students will also be encouraged to revise their
work by making changes and improvements based on the
feedback that they receive.
Students will evaluate or self-asses their work with rubrics that
list criteria for each assignment or project that is worked on.
Students will use these rubrics to evaluate their own work by
checking each level of performance that they have achieved
for each criterion. Students will also use peer evaluation,
reflections, goal setting, and other various forms of feedback
to help them to identify areas of improvement and to get
advice.
Web 2.0 tools and various game-based learning resources will
be incorporated to tailor to the learning of some individual
students. The incorporation of multiple modalities and
technological means will assist students with better
understanding emotions and how to identify them throughout
their daily lives. Various social-emotional learning strategies
will also be integrated.
Students will be taught how to use mood tracking apps as
EDU603 FINAL PROJECT 15

optimize the engagement and

achievement of ALL students?
these apps allow students to log their moods throughout the
day, which can help them identify patterns and triggers that
affect their emotional state. The use of mindfulness exercises
will also be integrated as they can be helpful for students who
struggle with emotional regulation. Sensory tools will also be
provided (e.g., fidget toys, weighted blankets) as they can be
helpful for students who need help regulating their emotions.
These tools provide a physical outlet for stress and anxiety and
can help students feel more grounded and calmer.

# Lesson Title Lesson Activities Resources

1 Identifying Worksheet Activity: (recognizing emotions)  Paper

Emotions  Crayons
Each child will receive two paper circles and a
crayon. Educator will demonstrate how to
draw a happy face on one circle, and an
angry face on the other.
1. On the first piece of paper student
will draw a happy face
2. On the second piece of paper student
will draw a sad face
3. React: Each time educator describes a
situation, students will hold up the
appropriate face to show how they
would feel
2 The Zones of Activity #1: Identifying the zones by their  Visual Aid of Zones of
Regulation given color Regulation
 Construction paper
Activity #2: Calm-Down Sandwich  Scissors
1. Students will brainstorm six things  Markers
that make them happy or feel calm  Bingo cards
inside  Bingo chips
2. Students will write down their
strategies on each piece of a calm-
down sandwich

Activity #3: Behavior Bingo

1. Students will work in small groups
and distinguish between positive
behavior and negative behavior
3 Emotional Students will recognize emotions (happy, sad,  Visual aids
Regulation mad, scared, etc).
EDU603 FINAL PROJECT 16

Strategies  Fidget toys

Students will learn deep breathing  Sensory toys
techniques and calming strategies

Students will practice problem-solving

4 Acceptance Learn to recognize a stressful or traumatic  YouTube
event and the accompanying emotion.  Pencil
Student will understand how to think about  Paper
the situation and how to apply the
acceptance strategy.

Activity: Students will watch a video about

recognizing scenarios that might be stressful.
Students will discuss/write on a piece of
paper the various emotions that they
recognized during the video.
5 Happy Activity: Students will identify happy  Construction paper
Memories memories and experiences that they  Scissors
Scrapbook remember having with their family/friends  Glue
Story and write about them. Students will develop  Crayons
a story/illustration of a happy  Markers
memory/experience.  Pencil
 Lined paper
 EDU603 FINAL PROJECT
Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student-
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
17
Assess and Reflect (Stage 4)
Comments
The outcomes, learning experiences, and performance tasks are all aligned
and associated with one common theme: emotional regulation. Learning
experiences that are designed to promote emotional regulation can lead to
better performance assessment outcomes. Students will be given
opportunities to practice regulating their emotions, such as through
mindfulness exercises or social-emotional learning activities. This can lead to
improved performance on assessments as well as other academic outcomes.
For struggling students:
 Integration of small group activities
 Differentiated instruction: the integration of a variety of instructional
strategies will be used to address the different learning styles and
needs of specific students (e.g., visual aids, hands-on activities, and
technology-based tools to engage all students in the learning process)
 Creation of a positive learning environment: safe and supportive
classroom environment will be established to foster positive
relationships and encourage students to take risks and make
mistakes. The use of positive reinforcers and praise to reinforce
desired behaviors will also be incorporated
A variety of teacher directed and student-centered instructional approaches
are used within the classroom. Direct instruction, small group, and whole
group discussions are integrated daily to keep routine and structure within
the classroom. Game-based learning and social-emotional learning are
incorporated within various lesson plans to support student learning.
Students have constant access to various resources on an ongoing basis to
meet their specific needs. Students have access to visual aids, AAC devices,
token boards, the Zones of Regulation charts, sensory/fidget toys, and other
various resources that are tailored to their learning styles.
Promoting diversity and recognizing/celebrating the differences that exist
among students within the classroom is honored daily. The integration of an
environment where every child feels comfortable in expressing themselves
and their unique backgrounds continues to be a top priority within the
classroom setting.
 EDU603 FINAL PROJECT 18

References

Ediger, M. (2006). Present day philosophies of education. Journal of Instructional Psychology, 33(3),

179–182.

Main, P. (2022). Zones Of Regulation: A Teacher’s Guide. Structural Learning. https://www.structural-

learning.com/post/zones-of-regulation-a-teachers-guide

Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W.

(2013). The role of emotion regulation in autism spectrum disorder. Journal of the American

Academy of Child & Adolescent Psychiatry, 52(7), 679–688.

https://doi.org/10.1016/j.jaac.2013.05.006

Post University. (2021). Developing instructional goals: Universal Design for Learning instructional

model, week 1 notes [lecture notes]. https://post.blackboard.com

Post University. (2021). Educational Philosophy and Theory, week 4 notes [lecture notes]. Retrieved

from https://post.blackboard.com

Romanowycz, L., Azar, Z., Dang, H., & Fan, Y. (2021). The effectiveness of the Zones of Regulation

curriculum in improving self-regulation and/or behaviour in students. The Allied Health Scholar,

2(2). https://ojs.unisa.edu.au/index.php/tahs/article/view/1595/1028

SEO, E. (2023, February 16). Why is it important for teachers to study philosophy of education. Edsys.

https://www.edsys.in/why-is-it-important-for-teachers-to-study

philosophy-of-education/#:~:text=By%20understanding%20the%20history%20and%20theories

%20of%20education%2C%20teachers%20can

Universal Design for Learning (UDL): A teacher’s guide. (n.d.). Understood. Retrieved November 1,

2023, from https://www.understood.org/en/articles/understanding-universal-design-for-learning?

utm_source=google&utm_medium=cpc&utm_term=udl+principles&utm_campaign=EN_UDL_
EDU603 FINAL PROJECT 19

EJ2&gclid=CjwKCAjw4ZWkBhA4EiwAVJXwqc8C_f9DzAxgwbY6eoDixmoXBtTBxsECzS4

Ho8rGFDzo_xgrPa7pnxoCdKMQAvD_BwE&gclsrc=aw.d
EDU603 FINAL PROJECT 20

Appendix A

Infographic
EDU603 FINAL PROJECT 21
EDU603 FINAL PROJECT 22

Appendix B

Planning Pyramid

Some students will know:

 How to identify when they need to regulate their emotions

 How to use the Zones of Regulation within real-world settings

 How to understand the need for empathy

 How to identify and express emotions/feelings with the absence of negative behaviors

Most students will know:

 How to communicate their feelings and emotions

 How to use visual aids when trying to communicate these feelings/emotions

All students will know:

 The colors that are associated with each zone in the Zones of Regulation and how to

identify which zone they are in:

 Blue - sad, bored, tired, or sick

 Red - overjoyed, panicked, angry, or terrified

 Yellow - worried, frustrated, silly, or excited

 Green - happy, focused, proud, or calm

EDU603 FINAL PROJECT 23

Appendix C

Student Happy Memories Scrapbook Story Rubric

EDU603 FINAL PROJECT 24

Appendix D

Self-Assessment Rubrics Stages 1-3

Stage 1 Criteria 0 points 1 point 2 points Points Earned

Are the No understandings Some Various /2
understandings are given or are understandings understandings
essential to the incomplete/missing. are given and essential to the
discipline being are somewhat discipline being
studied? complete. studied are
given and are
thoroughly
complete.
Do the Understandings do Understandings Understandings /2
understandings not help to guide help guide help guide
help to guide my teaching and no teaching and teaching in
teaching, and do knowledge is help enable various ways
they enable transferrable. transfer of and help
transfer of some enable transfer
knowledge to knowledge. of knowledge
other disciplines? across other
disciplines.
Are my Understandings and Understandings Understandings /2
understandings essential questions are somewhat are aligned
aligned with my are incomplete or aligned with with essential
essential missing. essential questions in its
questions? questions. entirety.

Do my essential Essential questions Essential Essential /2

questions align do not align with questions align questions align
with the standards and do somewhat with completely
standards I have not align with the standards and with standards
chosen? Do they knowledge and with the and with the
align with the skills required of knowledge and knowledge and
knowledge and learners. skills required skills required
skills required of of learners. of learners.
my learners?

Total
Points: /8
EDU603 FINAL PROJECT 25

Appendix D (cont.)

Stage 2 Criteria 0 points 1 point 2 points Points Earned

Have I offered Students were Some students All students /2
students not offered ways were offered were offered
multiple ways to to demonstrate ways to multiple ways to
demonstrate their demonstrate demonstrate
their understandings. their their
understanding? understanding. understanding.

Have I Variability was Variability was Variability was /2

considered the not considered somewhat considered
variability among learners. considered. immensely
among my among learners.
learners?

Have I created GRASPS tool is At least one One or more /2

at least one missing or authentic authentic
authentic incomplete. performance performances
performance task is created are created
task using the using GRASPS using GRASPS
GRASPS tool? tool. tool.

Does this APT APT does not APT APT aligns with /2
assure that my assure that demonstrates the big ideas
learners are learners are some big ideas presented and
exhibiting a high exhibiting a high within the unit. the essential
level of level of questions asked,
understanding understanding while also
of the *big of the big ideas showing transfer
ideas* within within this unit. of knowledge in
this unit? learners.

Total Points:
/8
EDU603 FINAL PROJECT 26

Appendix D (cont.)

Stage 3 Criteria 0 points 1 point 2 points Points Earned

Do my learners Students do not Students have All students /2
know why we understand why some understand why
have set this the goal is set. understanding this goal is being
goal? Do they Students are of why the goal set. All students
know what is unaware of what is set with some know what is
required of is required of awareness of required of them
them them what is required throughout the
throughout the throughout the of them. unit.
unit? unit.

Have I truly Students are not Students are Students are /2

“hooked” the interested in the somewhat “hooked”
students and unit. interested in the throughout the
gotten them unit and are lessons and are
interested in the somewhat interested
unit? “hooked.” completely.

Am I engaging Students are not Students are All students are /2

my learners in being engaged somewhat engaged in
authentic in authentic engaged in authentic
performance performance authentic performance tasks
tasks? tasks. performance and are getting
tasks. real-world
experience as
opposed to
abstract.
Have students Students have Students have All students have /2
been given tools been given no been given some been given the
for self- tools for self- tools for self- necessary tools
assessment and assessment and assessment and and resources for
reflection? reflection. reflection. self-assessment
and reflection to
help them to re-
evaluate their goals
and their learning.
Total
Points: /8