The Student Lesson Plan should consists of the two parts: answers to questions and pedagogical strategies.
1. The following questions are to be addressed:
How will the developmental insights gained from the observations help you to promote learning opportunities for this student?
How does the student appear to learn best? How can this inform your teaching approach with this student?
What practices might be useful in constructing meaning for this student?
How can the student’s abilities be utilized?
How might the student’s needs be supported?
Suggested length for each answer is 150-200 words
In-text-citations and references are necessary (at least one for each answer)
2. Create and describe 4 teaching strategies which can support the child’s needs, compensate his/her cognitive, socioemotional, and behavioral deficiencies, and help the child to develop.
Suggested length for Student Lesson Plan is 2-3 pages; font should be Times New Roman, 12; space between lines 1.5.
Refer to the course readings provided.
Format your SLP in the APA style.
Student Lesson Plan
Student Lesson Plan
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDemonstrating Knowledge of A Student InTASC Standards: 1, 6NAYEC Standards: 3c,3bDemonstrating knowledge of a student
1 pts
Ineffective
Student selected does not meet criteria. There is missing information on student’s age, grade, academic achievement and behavior patterns. Little or no rationale is included for choosing a student. Candidate provides little or no information on puzzling student’s behavior, learning patterns, communication and/or academic challenges.
2 pts
Developing
Student selected meets the criteria. Some rationale is included for choosing a student. There is some information on student’s age, grade, academic achievement and behavior patterns. Candidate provides incomplete information on puzzling student’s behavior, learning patterns, communication and/or academic challenges.
3 pts
Effective
Student selected meets the criteria. Detailed rationale is included for choosing a student. There is complete information on student’s age, grade, academic achievement and behavior patterns. Candidate provides complete information on puzzling student’s behavior, learning patterns, communication and/or academic challenges.
4 pts
highly effective
The candidate displays extensive initial knowledge of the student including age, personality, patterns of behavior. Candidate includes detailed description of the rationale for choosing the student for the case study. The candidate provides hypotheses for the puzzling student behavior and possible developmental and learning challenges
4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to complete cognitive observationInTASC Standards: 1, 6NAYEC Standards : I.1.a
1 pts
Ineffective
The Student Cognitive Observation Running Record is missing two or more parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes no, incomplete, and/or irrelevant descriptions of student’s cognitive activity. Candidate is confusing the description of student’s cognitive activity with their personal interpretation. The inferences are not aligned with observation and are not substantiated with the references to the relevant theories of development. Candidate does not include the description of student’s developmental abilities and needs in cognitive domain
2 pts
Developing
The Student Cognitive Observation Record is missing some information in any of the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes incomplete descriptions of student’s cognitive activity. The inferences are aligned with observation, but are not well grounded and are not always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are alluded to, but not clearly explained. Candidate includes insufficient and unclear description of student’s developmental abilities and needs in cognitive domain.
3 pts
Effective
The Student Cognitive Observation Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student’s cognitive activity. The inferences are aligned with observation, and are well grounded, adequate, and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained. Candidate includes sufficient and clear description of student’s developmental abilities and needs in cognitive domain.
4 pts
highly effective
The Student Cognitive Observation Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student’s cognitive activity. The inferences are aligned with observation, and are well grounded, adequate and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained, in detail. Candidate demonstrates ability to identify specific areas of cognitive development and suggests possible support.
4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to complete Socio-Emotional ObservationInTASC Standards: 1, 6NAYEC Standards : I.1.a
1 pts
Ineffective
The Student Socio-Emotional Observation Running Record is missing two or more parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes no, incomplete, and/or irrelevant descriptions of student’s emotional/social activity. Candidate is confusing the description of student’s emotions and social activity with their personal interpretation. The inferences are not aligned with observation and are not substantiated with the references to the relevant theories of development. Candidate does not include the description of student’s developmental abilities and needs in socio-emotional domain.
2 pts
Developing
The Student Socio-Emotional Observation Running Record is missing some information in any of the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes incomplete descriptions of student’s emotional/social activity. The inferences are aligned with observation, but are not well grounded and are not always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are alluded to, but not clearly explained. Candidate includes insufficient and unclear description of student’s developmental abilities and needs in socio-emotional domain.
3 pts
Effective
The Student Socio-Emotional Observation Running Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student’s emotional/social activity. The inferences are aligned with observation, and are well grounded, adequate, and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained. Candidate includes sufficient and clear description of student’s developmental abilities and needs in socio-emotional domain.
4 pts
highly effective
The Student Emotional/Social Observation Running Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student’s emotional/social activity. The inferences are aligned with observation, and are well grounded, adequate and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained, in detail. Candidate demonstrates ability to identify specific areas of socio-emotional development and suggests possible support.
4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to complete Learning observationInTASC Standards: 1, 6NAYEC Standards : I.1.a
1 pts
Ineffective
The Student Learning Observation Running Record is missing two or more parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes no, incomplete, and/or irrelevant descriptions of student’s learning activities. Candidate is confusing the description of student’s learning with their personal interpretation of it. The inferences are not aligned with observation and are not substantiated with the references to the relevant theories of development. Candidate does not include the description of student’s developmental abilities and needs in learning.
2 pts
Developing
The Student Learning Observation Running Record is missing some information in any of the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes incomplete descriptions of student’s learning activities. The inferences are aligned with observation, but are not well grounded and are not always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are alluded to, but not clearly explained. Candidate includes insufficient and unclear description of student’s developmental abilities and needs in learning
3 pts
Effective
The Student Learning Observation Running Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student learning. The inferences are aligned with observation, but are not well grounded, adequate, and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained. Candidate includes sufficient and clear description of student’s developmental abilities and needs in learning.
4 pts
highly effective
The Student Learning Observation Running Record includes detailed information in all the parts (description of the observation context, description of student activities, comments, and inferences). Candidate includes relevant descriptions of student’s learning. The inferences are aligned with observation, and are well grounded, adequate and are always substantiated with the references to the relevant theories of development. The connection between the inferences made and the observed behavior are clearly explained, in detail. Candidate demonstrates ability to identify specific patterns of learning and suggests possible support.
4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to use observation data to plan teaching for the student development and learning.InTASC Standards: 1, 6NAYEC Standards : I.1.a
1 pts
Ineffective
The Student Plan is unclear and is designed on the inferences from at least one observation and substantiated with at least one psychological theory. The Student Plan includes at least two specific teaching strategies to support student learning and development. The planned strategies and student support activities are inconsistently aligned with the inferences made from observations. The planned student support and teaching strategies are insufficiently aligned with the data from observations.
2 pts
Developing
The Student Plan is clear and is designed on the inferences from at least two observations and substantiated with at least two psychological theories. The Student Plan includes at least three specific teaching strategies to support student learning and development. The planned strategies and student support activities are consistently aligned with the inferences made from observations. The planned student support and teaching strategies are insufficiently aligned with the data from the observations.
3 pts
Effective
The Student Plan is clear, detailed, and is designed on the inferences from all three observations and substantiated with at least 3 psychological theories. The Student Plan includes at least four specific teaching strategies to support student learning and development. The planned strategies and student support activities are consistently aligned with the inferences made from observations. The planned student support and teaching strategies are sufficiently aligned with the data from the observations.
4 pts
highly effective
The Student Plan is clear, detailed, and is designed on the inferences from all three observations and substantiated with at least 3 psychological theories. The Student Plan includes at least four specific teaching strategies to support student learning and development. The planned strategies and student support activities are consistently aligned with the inferences made from observations. The planned student support and teaching strategies are sufficiently aligned with the data from the observations and offer critical analysis of student development and learning. The planned teaching activities to support student development and learning demonstrate candidate knowledge of evidence –based practices.
4 pts
This criterion is linked to a Learning OutcomeDemonstrating ability to express thoughts clearly and build a well-supported argument
1 pts
Ineffective
Writing is unclear, sentences sound awkward, distractingly repetitive, and difficult to understand. There are numerous errors in grammar, mechanics, and/or spelling that interfere with understanding. There are more than 5 mistakes in using APA.
2 pts
Developing
Writing is sometimes clear. Most arguments are clear and supported. Most sentences are well constructed, but they have similar structure and/or length. The candidate makes several errors in grammar, mechanics, and/or spelling that interfere with understanding. There are 4 or less mistakes in using APA.
3 pts
Effective
Writing is mostly clear. Most arguments are clear and well-supported. Most sentences are well constructed and have varied structure and length. The candidate makes no errors in grammar, mechanics, and/or spelling that interfere with understanding. There are less than 3 mistakes in using APA.
4 pts
highly effective
Writing is clear. All the arguments are clear and well-supported. All sentences are well constructed and have varied structure and length. The candidate makes no errors in grammar, mechanics, and/or spelling that interfere with understanding. The candidate makes no errors in grammar, mechanics, and/or spelling that interfere with understanding. There are no APA mistakes.
4 pts
Total Points: 24