Hpc30 Assignments For Students

 (English, Mathematics, Social Studies, Foreign Language, and Science)

Below are the required assignments for all secondary teaching experience – English, social studies, mathematics, foreign language, and science (biology, chemistry, physics). The order and due dates for each assignment. These days and times may vary per agreement with the university supervisor and the teacher candidate.


Secondary Education 6-12 Assignments

Secondary Education 6-12 Due Dates

Weekly Teaching LogsPer University Supervisor
Behavior Management PlanFriday, Week 3
Video CommentaryFriday, Week 5
Secondary Teacher Lesson Observation #1Friday, Week 8 (on/before)
University Supervisor Observation #1Friday, Week 8 (on/before)
Dispositional Audit #1Friday, Week 8 (on/before)
Unit Plan #1Friday, Week 8 (on/before)

Midterm Assessment

Secondary Teacher Lesson Observation #2Friday, Week 12(on/before)
University Supervisor Observation #2Friday, Week 12 (on/before)
Dispositional AuditFriday, Week 14 (on/before)
Unit Plan #2Friday, Week 14 (on/before)

Secondary Education 6-12 Assignments

The description of the assignments to be handed in during the 16-week SECONDARY experience are described below. Note:The Sequenced Unit Plan Rubric may vary, depending on your content area.

Weekly Teaching Logs

Keep a weekly teaching log, which you will email to your university supervisor. These logs are meant to provide ongoing communication between you and your university supervisor. During the first few days of your student teaching experience, the writing may include observations of student behaviors, your planning process, teaching effectiveness, and future changes. When you begin teaching your lessons, your log needs to focus on your teaching and student learning. The teaching log is a reflective writing assignment. It is an opportunity to share experiences and reflect on what you learned from them.

Behavior Management Plan                                                                                

Find information regarding your specific community of   learners:

  • A code of conduct/handbook from your school site or
  • Briefly describe your school and the community that it Use demographic data  to support your description. Site your resources properly. Describe what classroom management strategies are currently being utilized and how   you might adjust these strategies to fit your teachingstyle.
  • How will you adjust your instruction, curriculum, and behavioral management strategies to meet the individual needs of all students in your class? Discuss students with special needs and how you will use resources such as school personnel or specific supplemental materials to meet the needs of all Your paper should include references to students with special needs who have been identified or have an Individual Education Plan (IEP). Give specific examples of accommodations and modifications that could be implemented.
  • Describe how you will provide students with opportunities to understand and appreciate diverse cultures, various ability ranges, and differing perspectives of their
  • Describe the strategies and the specific materials that you would use to maintain an equitable learning environment for diverse populations where students accept and appreciate their own similarities and differences in relation to
  • Discuss how you will involve parents in the learning Explain how you will collaborate with other professionals in your building and include ideas of how you will involve community stakeholders.

This evaluation will use the rubric found in Task Stream for EDCI 497 (Secondary).

Live Lesson Observations

Your cooperating teacher and university supervisor will informally and formally observe your teaching. Two of the observations (one for supervisor and one for coop) will be formal observations which will be assessed using the lesson observation  rubric. You will submit your lesson plan to TaskStream prior to your observation. In addition, please submit a reflection (after teaching the lesson) within 72 hours of the observation.

The assessment for the Live Lesson Observation must include the following information:

  • A lesson plans that demonstrate a knowledge of the academic standards and a variety of instructional methods and strategies.
  • The implementation of the methods or strategies appropriate for your grade level, as described in your lesson plan.
  • Examples of assessment opportunities for students through the creation of an original assessment rubric designed to measure student comprehension of the lesson.
  • A demonstration of classroom management strategies, showing how well you keep students on task and actively engage them in the lesson.
  • A means of showing how students make connections to prior knowledge and integrate content from other subject areas into your lesson plans.
  • A clear demonstration of accurate content knowledge beyond the prescribed lesson.
  • An ability to make decisions, anticipate and solve problems before they arise.
  • The capacity to reflect on possible lesson revisions using assessment data, student observations, and personal reflections to better meet the needs of the students.

This evaluation will use the rubric found in TaskStream for EDCI 497 (Secondary).

Video Commentary                                                                                                                                   

Videotape yourself presenting a lesson and complete a critique of your teaching. After viewing the video, complete a critique of your teaching. Reflect on the following questions to write your commentary:

  • What various teaching strategies did you implement? Were they successful?
  • How did you assess your students’ level of understanding? Discuss the assessment strategies and instruments How well did they measure student learning?
  • Comment on your classroom management strategies as illustrated in the How did the strategies promote an environment that encourages purposeful learning? Did you observe a need for the use of other management strategies?
  • How did you assist students to connect prior knowledge with new learning experiences? Comment of the evidence from the How did you integrate other subject areas?
  • Was your content knowledge accurate? What additional knowledge might improve the lesson?
  • What types of decisions did you need to make during the lesson? Why did you make those decisions? Are there other alternatives if the situation arose again?
  • Comment on your presentation of standard spoken Did you make any grammatical errors while speaking?
  • Comment on audience awareness with evidence from the Were there inconsistencies with eye contact, voice projection, or proximity? Did you provide clear and consistent feedback to the students’ when evaluating their work and or comments?

Submit your reflection and formal lesson plan for the lesson you videotaped via TaskStream under the column “Video Commentary”.  You have three options for providing your university supervisor a copy of your video: upload to TaskStream, upload to YouTube (privately) or thumb drive. Your written reflection will be evaluated on the quality of the writing as outlined in the rubrics. As always, your writing should be organized and coherent. Make sure you support your points with  evidence.

This evaluation will use the rubric found in TaskStream for EDCI 497 (Secondary).

Dispositional Audits

The university supervisor and the cooperating teacher will jointly evaluate dispositional behavior twice during the 16-week semester.

This evaluation will use the rubric found in TaskStream for EDCI 497 (Secondary).

Sequenced Unit Plan                                                                                                            

You will develop an integrated set of sequenced lesson plans. You will teach your unit and analyze student performance. The set consists of five developmentally sequenced lessons focusing on a concept or theme in a your content area. If you are teaching on a block schedule, you will develop a week’s worth of lessons. Lessons must reflect a variety of instructional methods and teaching/learning strategies appropriate for the grade level.

Impact on Student Learning

In addition, collect and upload sample work from two students you have instructed with these sequenced lessons. You will remove the student names from the work and label the pieces Student A and Student B. Work samples should include daily work samples evaluated using formative or summative assessments. Analyze student learning using a visual description (e.g. table or graph) of individual student performance demonstrating the “impact of student learning” that occurred as the result of your instruction. Include a one page reflection explaining what went well, or not so well, in the instruction of the lessons. Explain what growth and development occurred, if any, as the result of your lesson planning. Discuss adaptations or accommodations used to enhance the instruction of students with special needs in the class.

Lessons and Reflections

For each lesson, write a one-page reflection discussing the following:

  • What went well with the lesson – some part that you would definitely do again?
  • Why did it go well? Please provide specific examples from the lesson.
  • What didn’t go well with the lesson – some part that you definitely wouldn’t do again? Why didn’t it go well? Please provide specific examples from the lesson.
  • What did you learn today that will help you the next time you are in the classroom? Please provide specific examples from the lesson.
  • What did the students learn today? Please provide examples of the formative and/or summative assessment used during the lesson.
  • How do you know they learned the material? Provide both Quantitative evidence (numbers or percentages from an assessment tool) and Qualitative evidence (direct quote from students, either heard during discussion or written in notebooks).
  • How many of your students met your lesson objective? Did any particular student(s) struggle? In what ways?
  • Discuss how you adapted your lesson to benefit all students. Give specific examples of students with special needs and how you met those needs.

This evaluation will use the rubric found in TaskStream for EDCI 497 (Secondary).

Creating Assignments

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide. Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

Have I...

  • Provided a written description of the assignment (in the syllabus or in a separate document)?
  • Specified the purpose of the assignment?
  • Indicated the intended audience?
  • Articulated the instructions in precise and unambiguous language?
  • Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
  • Indicated special instructions, such as a particular citation style or headings?  
  • Specified the due date and the consequences for missing it?
  • Articulated performance criteria clearly?
  • Indicated the assignment’s point value or percentage of the course grade?
  • Provided students (where appropriate) with models or samples?

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