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RATIONALE CHECKLIST

Rationale I
PART I: ED 284A Module 1 (Week 5)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connetct the teaching artifact to Standard 1: Learner Development
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Design a student survey and learning inventory
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED284A: Foundations of Inclusion

IV. TEACHING ARTIFACT DESCRIPTION


PARTS I-III DEFINED SCENARIO: We will have a variety of students in our classes. We need to
begin to think about how we will approach their diversity. Students will come
PART I: from very different backgrounds, have very different interests as to why they
State standard, teaching artifact, have chosen to take your class, and will have very different academic and
and course name. Provide an technical skill sets. Inevitably, you are responsible for creating an intentionally
accurate description of the inviting and inclusive environment.
artifact. Provide a sufficient
description of the artifact results. TEXT: Its Probably time to get a Pinterest Account because there are endless
examples...https://www.pinterest.com/explore/learning-style-inventory
PART II:
Identify at least one appropriate ACTION: Please design a survey tool (paper or online) which addresses
sub-standard and include the at least 2-3 questions from each of the following: students learning styles,
entire language.. Connect the goals, interests, experience and/or background in CTE fields and academic
language of the sub-standard skills or general accommodations needed.
to the artifact. State your
proficiency level for the sub- V. TEACHING ARTIFACT RESULTS
standard. Provide appropriate Through reading student responses to the questions on the survey and
evidence that supports your self learning inventory, I was able to gather crucial information about each
assessment. student in my classes. Student responses have helped me to learn
about the learning styles, personal interests, goals, academic skills and
PART III: general accommodations needed, and students individual experiences
Identify an appropriate sub- and backgrounds in the subject of arts and communication. All of this
standard and clearly state a information helps me to tailor lessons and make accommodations for
desired improvement. Describe student needs.
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 1.2 (Focus Area 1): CANDIDATE NOTES LEARNER INTERESTS - Does
represents the overall HTSB Candidate actively seek out some information about learner interests
standard in order to engage learners in developmentally appropriate learning
experiences?
PART II:
Connetct the teaching artifact to II. CONNECTION TO ARTIFACT
a sub-standard and assess your I actively (sought) out some information about learner interests by
proficiency distributing a survey to all students. Students had to fill in the survey with
answers to questions about their learning styles, personal interests, goals,
PART III: academic skills and general accommodations needed, and students
Improve your proficiency for the individual experiences and backgrounds in the subject of arts and
HTSB standard communication. All of this information helps me to tailor lessons and make
accommodations for student needs as the year goes along to offer them
developmentally appropriate learning experiences. By having students
PARTS I-III DEFINED answer questions about their interests, this also serves as a resource for
students to engage in developmentally appropriate learning experiences
PART I:
because they can always refer to the ideas about their interests that they
State standard, teaching artifact,
initially wrote down when looking for ideas for projects. Students can also
and course name. Provide an
use this survey as a resource to keep looking back and reflecting on where
accurate description of the
they started in my class and how they have improved and can plan to
artifact. Provide a sufficient
improve in the future.
description of the artifact results.
(Please see an example of exact survey questions at the end of this rationale)

PART II:
III. SELF-ASSESSMENT
Identify at least one appropriate
I would rate myself as a 4 (Candidate always does this as a teacher) or
sub-standard and include the
exceeds proficiency because I met the requirements of designing a survey
entire language.. Connect the
tool (paper or online) which addresses at least 2-3 questions from each of
language of the sub-standard
the following: students learning styles, goals, interests, experience and/or
to the artifact. State your
background in CTE fields and academic skills or general accommodations
proficiency level for the sub-
needed. Each of my questions in tailored to connecting with students and
standard. Provide appropriate
learning about factors that affect each students learning. For each question,
evidence that supports your self
I researched and brainstormed many questions that could fall in each
assessment.
category then thought about which specific questions would help me most
for what students would have to do in my specific class, this content area,
PART III:
and what my goals are for students to achieve by the end of the school year.
Identify an appropriate sub-
Using this thought process, I carefully selected questions that would best
standard and clearly state a
help me provide a suitable education to my students throughout the year.
desired improvement. Describe
at least two appropriate research
IV. EVIDENCE OF SELF-ASSESSMENT
findings with viable resources.
Student responses to the initial survey given at the beginning of the year
Describe/demonstrate a specific
has helped me to gather initial information about students. This survey can
example how you plan to
also serve as a basis to help me continue to get to know more about my
improve.
students throughout the year. Since my class is a design class and many
projects involve starting with a theme or idea that relates to student interests,
this survey helps give my students and I a good idea of who they are, what
they like, and can help me help them figure out design ideas. For our most
recent project, an etched mirror design, many students were stuck as to
what theme they wanted to choose for their design. When they asked me for
help, I was able to refer to their answers to this survey to help students pick
out their strongest concepts relating to their interests.
RATIONALE CHECKLIST Part 3
PART I: I. SUB-STANDARD TO IMPROVE
Describe a teaching artifact that 1.1 (Focus Area 1): CANDIDATE NOTES LEARNER DEVELOPMENT - Does
represents the overall HTSB Candidate note changes and patterns in learners across some areas of
standard development?

PART II: II. WHAT TO IMPROVE?


Connetct the teaching artifact to I want to improve on and find new ways to continuously measure and check
a sub-standard and assess your learner individual development as the year continues. Having a basis of
proficiency student interest, learning styles, and experiences in arts and communication
content knowledge, I would like to work on regularly checking on how they
PART III: progress and what I can do to address class as well as individual needs.
Improve your proficiency for the
HTSB standard III. RESEARCH FINDINGS
i. After an observation debrief with my college supervisor (Jan Ikeda),
she gave me some good ideas about how reflections are a great way
PARTS I-III DEFINED to assess students and see what they have learned as well as to have
them draw conclusions on their own. Jan pointed out that reflections are
PART I:
advantageous because they allow students to really think about the class
State standard, teaching artifact,
and make their own connections between lessons, experiences, etc.
and course name. Provide an
Resource: College supervisor - Jan Ikeda
accurate description of the
ii. I found an article that describes different ways to check student progress
artifact. Provide a sufficient
in the classroom. Some interesting strategies mentioned include peer
description of the artifact results.
and self-assessment, progress bites, and having students practice
explaining concepts learned. I really liked the idea of peer and self-
PART II:
assessments and this ties in with the discussion I had with my supervisor
Identify at least one appropriate
about reflections.
sub-standard and include the
Resource: http://www.bodmincollege.co.uk/wp-content/
entire language.. Connect the
uploads/2013/01/Progress-Check-Booklet-Single-Pages.pdf
language of the sub-standard
to the artifact. State your
IV. IMPLEMENTATION OF FINDINGS
proficiency level for the sub-
Based on my research findings, I plan to implement regular reflections or
standard. Provide appropriate
temperature checks to find out how students are progressing throughout
evidence that supports your self
the year. I would like to implement a variety of reflections such as reflections
assessment.
about specific lessons or units, reflections about entire quarters, semesters,
and/or the whole year, and content specific reflections as well as more
PART III:
general student or learning style and growth reflections.
Identify an appropriate sub-
standard and clearly state a
Here are some examples of reflections or temperature checks I plan to
desired improvement. Describe
implement:
at least two appropriate research
i. End-of-project reflections
findings with viable resources.
Describe/demonstrate a specific - content check, applications to real world
example how you plan to ii. End-of-quarter reflections
improve. - content check, personal growth, improvements
iii. Start of quarter surveys
- recap of previous quarter, pre-assessment of knowledge, goals
iv. Mid- and end-of-quarter performance reflections
- review grades and class performance, develop goals and strategies
v. One-on-one conversations with students
- continue to learn about students and assess development
STUDENT SURVEY NAME:
DATE:
PERIOD: STUDENT NUMBER:

LEARNING STYLES: Circle all answers that apply to you.


1. I work well when I:

A. Read about content/topics


B. Use hands on materials
C. Talk to others and get ideas
D. Use the computer
E. Listen and watch

2. When Im learning, I need:

A. Peace and quiet


B. Music or quiet noise
C. To be able to move around
D. To be able to talk with others

3. I prefer to work:

A. Alone
B. With one partner
C. In small groups

4. When I need help, I:

A. Raise my hand and ask the teacher immediately


B. Ask the teacher privately
C. Wait for the teacher to ask me if I need help
D. I dont like to ask for help.
Please describe why: ____________________________________

INTERESTS
5. Why did you take this class?

6. List any projects and/or skills you would like to learn in this class:

7. What are your favorite school subjects?

8. What are your extra curricular activities/interests? (School clubs, personal hobbies, sports, etc.)

5. Describe yourself in three words:9


STUDENT SURVEY

GOALS:
10. ACCP Class Goals - Describe any learning goals you would like to achieve in this class.

11. High School Goals - What do you hope to achieve by the time you graduate high school?

12. Post Graduation/Career goals - What do you plan to do after high school?

ACADEMIC SKILLS AND GENERAL ACCOMONDATIONS NEEDED:


13. Seating: I work best when I am seated:

A. At the front of the class


B. Near speakers/presentation guides
C. Near the teachers assistant so I can ask for help

14. Please describe anything that makes learning difficult for you:

EXPERIENCE AND BACKGROUND IN ARTS AND COMMUNICATION:


15. List and describe any art and/or arts and communication classes you have taken in the past.
What did you learn? What would you like to improve on?

RATE YOURSELF ON THE FOLLOWING SKILLS/TASKS: (Shade in the following scales to your level)

1 - Low skill level 5- High skill level


16. Hand drawing real life subjects 1 2 3 4 5

17. Choosing colors that work well together 1 2 3 4 5

18. Coming up with creative ideas 1 2 3 4 5

19. Problem solving 1 2 3 4 5

20. Overall artistic skills 1 2 3 4 5

21. Using Adobe Illustrator 1 2 3 4 5

22. Using Adobe Photoshop 1 2 3 4 5