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RATIONALE CHECKLIST

Rationale IV
PART I: ED 289A Module 4
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 5: Application of Content
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Evaluation

PART III: III. COURSE


Improve your proficiency for the ED289: Educational Psychology
HTSB standard
IV. TEACHING ARTIFACT DESCRIPTION
Evaluate your Case Studys performance for one of the lesson objectives that
PARTS I-III DEFINED you taught. Grade your Case Studys performance, demonstrate evidence
of your Case Studys grade and adjust your lesson plan as a result of Case
PART I: Studys grade.
State standard, teaching artifact,
and course name. Provide an V. TEACHING ARTIFACT RESULTS
accurate description of the For this assignment, looked at the results of my heat transfer graphics
artifact. Provide a sufficient unit plan. I described the outcomes of the lessons in this unit and how
description of the artifact results. my students performed. I also selected student work as an example and
described how I will improve this unit the next time I teach it.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
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 5.3 CANDIDATE DEVELOPS LEARNERS CRITICAL THINKING - Does
represents the overall HTSB Candidate engage learners in learning and applying the critical thinking
standard skills used in the content area(s)? Does she introduce them to the kinds of
problems or issues addressed by the content area(s) as well as the local/
PART II: global contexts for those issues?
Connect the teaching artifact to
a sub-standard and assess your II. CONNECTION TO ARTIFACT
proficiency I demonstrate that I engage learners in learning and applying critical
thinking skills used in the content area by showing the results of my unit
PART III: plan. In the heat transfer graphics unit, students are presented with a design
Improve your proficiency for the prompt and must create a final tangible product. The evaluation of the
HTSB standard results of this unit prove that I introduce them to the kinds of problems
or issues addressed by the content area(s) because while completing this
project, students will encounter issues that may arise when working in the
PARTS I-III DEFINED field, such as vinyl not pressing full the first time and executing proper safety
procedures.
PART I:
State standard, teaching artifact,
III. SELF-ASSESSMENT
and course name. Provide an
I would rate myself as a 4 (Candidate always does this as a teacher) or
accurate description of the
exceeds proficiency because I always try to incorporate ways for students to
artifact. Provide a sufficient
think deeply and critically about the content. I let students solve their own
description of the artifact results.
problems as much as possible with my guidance where needed. Students
learning to think critically in the classroom will help them to prepare for
PART II:
encountering problems in the future workforce.
Identify at least one appropriate
sub-standard and include the
IV. EVIDENCE OF SELF-ASSESSMENT
entire language. Connect the
One evidence of self-assessment is in the success rate of the number
language of the sub-standard
of students who achieved an 80% or higher on this project. Students
to the artifact. State your
completing the project at an 80% or higher shows that they were able to
proficiency level for the sub-
work through problems that arose. During this project, not everything runs
standard. Provide appropriate
smoothly. Students have to think critically about how they arrange their
evidence that supports your self
designs, the best way to cut out their designs, peel the vinyl and heat press
assessment.
their designs onto tshirts properly so the vinyl stays put and doesnt lift.

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 5.7 CANDIDATE INCORPORATES LEARNER COLLABORATION - Does
represents the overall HTSB Candidate structure interactions among learners and with local and global
standard peers to support and deepen learning?

PART II: II. WHAT TO IMPROVE?


Connect the teaching artifact to I want to improve on exposing my students to industry experts more often. I
a sub-standard and assess your give one-on-one feedback to my students as often as possible but I also want
proficiency to bring in guest speakers every so often.

PART III: III. RESEARCH FINDINGS


Improve your proficiency for the i. This article gives tips about why guest speakers are beneficial and how
HTSB standard to go about implementing guest speakers into the classroom. Some
points I found interesting include: look for a very credible speaker and
dont settle for only a convenient speaker, start slowly and keep your
PARTS I-III DEFINED schedule flexible and make it personal by asking speakers to share their
ideas through personal experiences.
PART I:
Resource: http://www.psychologicalscience.org/teaching/tips/tips_1001.
State standard, teaching artifact,
cfm
and course name. Provide an
ii. This article discusses the benefits and challenges to incorporating guest
accurate description of the
speakers into the classroom. Some of the challenges I have become
artifact. Provide a sufficient
aware about are that preparation is key, planning ahead, creating
description of the artifact results.
activities that have student involvement and having a structured speech.
Resource: http://hilt.harvard.edu/guestspeakers
PART II:
Identify at least one appropriate
IV. IMPLEMENTATION OF FINDINGS
sub-standard and include the
Based on my research, I plan to implement effective guest speakers by
entire language.. Connect the
language of the sub-standard following these guidelines:
to the artifact. State your
proficiency level for the sub- 1) Planning ahead - collaborating with guest speakers as early as possible.
standard. Provide appropriate 2) Setting clear educational goals - discuss goals with guest speaker to make
evidence that supports your self sure that the lecture follows along with the unit we are working on.
assessment.
3) Student involvement - working with guest to create an activity to get
students actively involved in the lecture.
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.