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CN Standard 4 Rationale 2
CN Standard 4 Rationale 2
CN Standard 4 Rationale 2
Rationale IV
PART I: ED 295A Module 4 (Week 15)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 4: Content Knowledge
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Learning Activity and Guided Instruction
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED284: Foundations of Inclusion
III. SELF-ASSESSMENT
PARTS I-III DEFINED I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I implement design methods of inquiry with
PART I:
every design project. Students use this process every time we do a design
State standard, teaching artifact,
project and we also review the steps as we go along. I also try to stress the
and course name. Provide an
importance of learning processes such as the design process because any
accurate description of the
type of job will involve starting from the base and building ideas. So, while
artifact. Provide a sufficient
methods of inquiry may differ from step to step for different fields, each field
description of the artifact results.
requires some type of process. So it is valuable to become accustomed to
following such processes.
PART II:
Identify at least one appropriate
IV. EVIDENCE OF SELF-ASSESSMENT
sub-standard and include the
In my lesson plan, you can see that we start with learning the basics - what
entire language. Connect the
are the steps of the design process? Then at the end, students start to
language of the sub-standard
demonstrate the beginning steps. Students begin using and applying step
to the artifact. State your
one of the design process to start creating their own original designs that
proficiency level for the sub-
will eventually be etched onto mirrors.
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 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 5.3 (Focus Area 5): CANDIDATE DEVELOPS LEARNERS CRITICAL THINKING
represents the overall HTSB - Does Candidate engage learners in learning and applying the critical
standard thinking skills used in the content area(s)? Does s/he introduce them to the
kinds of problems or issues addressed by the content area(s) as well as the
PART II: local/global contexts for those issues?
Connect the teaching artifact to
a sub-standard and assess your II. WHAT TO IMPROVE?
proficiency I want to work on building my students critical thinking skills more deeply.
As first year design students, it is often a challenge for them to grasp some
PART III: of the more basic design concepts. So, building the critical thinking aspect
Improve your proficiency for the proves even more difficult. I want to work on more effective ways to get
HTSB standard students to think more deeply about what we learn about design and how
that applies to a larger context beyond the classroom.