RATIONALE CHECKLIST

Rationale II
PART I: ED 285A Module 3 (Week 11)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 5: Application of Content
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Differentiated Lesson Plan
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
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.
Based on your Standards Based Project Lesson Plan, differentiate your
Standards-Based Project lesson plan to accommodate the needs of all
students, i.e. Special Needs, E.L.L., G.T, etc. Please include your differentiated
assessments with grading rubrics and supporting lesson handouts.
V. TEACHING ARTIFACT RESULTS
First, I created my lesson plan for camera shots and angles. I started by
choosing which standards I wanted to cover in this lesson and then building
my specific lesson objectives based on those standards. Then based on
those learning objectives, I built my instructional plan - anticipatory set, main
activity, guided practice, assessment and reflection. Once I completed each
part of my instructional plan for the general student population, I looked
at what students would be doing for this lesson and brainstormed ways to
accommodate for special needs (special education and gifted and talented),
English as second language, and culture and diversity students. I thought
about the best ways to help these students and how these strategies could
easily be implemented into the lesson.

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 I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
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.
Part 2
I. SUB-STANDARD
5.5 (Focus Area #5)
CANDIDATE ALLOWS MULTIPLE REPRESENTATIONS OF LEARNERS
CONTENT MASTERY - Does Candidate provide opportunities for learners
to demonstrate their understanding in unique ways, such as model making,
visual illustration and metaphor?
II. CONNECTION TO ARTIFACT
I provide opportunities for learners to demonstrate their understanding
in unique ways by having students complete a variety of assessments to
demonstrate understanding. The different opportunities students will have to
demonstrate understanding in this lesson are 1) Taking notes and completing
the Camera Shots and Angles worksheet during class discussion and lecture, 2)
Sketching a quick example of each shot and angle on their worksheets, 3) Taking
notes on the camera shots and angles they notice while watching a ten minute
video clip, and 4) Creating their own photo examples by working in groups
and taking pictures that represent each camera shot and angle. Opportunity
#1 allows students to demonstrate understanding in a standard way by taking
notes. Opportunity #2 allows students to start getting more creative by creating
illustrations to show that they know the differences between each camera shot
and angle. Opportunity #3 allows students to watch a culturally relevant video
clip that interests them and start to apply what they have learned about shots
and angles through having to recognize each shot and angle. Finally, opportunity
#4 allows students ultimate creativity by allowing them to go outside and
create their own examples of each shot and angle as they wish. This variety of
opportunities will allow special needs students multiple practices with concepts.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I am always looking for creative ways to get
students involved in the lesson. I think it is important for students to receive
information the standard way - lecture and presentation, but I also think it
is important to get students to work together, talk with each other, move
around and have the opportunity to demonstrate their understanding
through hands-on and unique activities besides listening to me talk for an
hour and taking notes.
IV. EVIDENCE OF SELF-ASSESSMENT
My lesson plan clearly shows that students get to use four different methods
of demonstrating their understanding of the concepts of camera shots
and angles. This also shows that students with special needs will be able
to learn the content through multiple channels therefore increasing their
chances to master content. Students reacted in positive ways to this lesson
and enjoyed the opportunities for hands-on activities. In following lessons,
when reviewing and using the camera shots and angles in different contexts,
students were able to recall the definitions and recognize each shot and
angle.
(Students are still submitting examples of this assignment since we used it
for a following project, but I will attach student examples before I submit my
final portfolio).
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
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.
Part 3
I. SUB-STANDARD TO IMPROVE
5.3 (Focus Area #5): CANDIDATE DEVELOPS LEARNERS CRITICAL THINKING -
Does Candidate engage learners in learning and applying the critical 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 local/global
contexts for those issues?
II. WHAT TO IMPROVE?
I want to work on making deeper connections between concepts learned and
industry related or real world situations. I want to get students to think deeper
about the material we cover and have them use the concepts to create solutions
to problems and practice using the concepts how industry professionals do.
III. RESEARCH FINDINGS
i. During our professional learning committee meetings, Mr. Fale has
discussed with us the importance of making connections between what we
teach students and how it relates to the industry and how what we teach
them will help them in future job opportunities. He described one option
for making connections as having students create a portfolio of their work
so that they can keep track of what they have learned and the projects they
have complete so they have something to present to future intern and/
or employers. We also discussed how not all students in our classes will
become actual designers/videographers so we need to have different ways
of connecting the lessons to their interests as well. We discussed having
students use the material in culturally and/or socially current ways.
Resource: Tom Falenofoa, Long time Arts & Communication CTE teacher &
industry professional - Tom Falenofoa
ii. While attending the lecture for this professional development course, I
learned about how one teacher modifies her curriculum to have students
connect the content to what is happening in their real lives/cultural
surroundings. She described how rather than starting to teach Hawaiian
students on the Big Island about the Boston Tea Party, to which they dont
have any immediate connection, she and her fellow teachers developed
a unit to teach students about a lava situation their community was
experiencing at the time and they connected the course concepts to that
community issue instead.
Resource: Department of Education professional development presentation
on Education and Culture
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to try to connect the major concepts in my class
to industry situations or real world situations the students are experiencing or
may experience/be connected to. For example, as an extension of our video
production unit, I could have students explore what a typical work day or week
is like for professional videographers. I could also have students complete
video/design projects based on given client needs, since working with clients
is a major part of an industry job. I could bring in professional speakers so
students can learn more about the industry. Finally, I can align projects with real
world/community issues, such as having students create designs that would be
implemented around the school or for a company.