Benchmark | Education homework help


   

For this benchmark assignment, established on facts gathered from your rank fashion, and in agoing after a while your warner schoolmistress, excellent a seaboard, bunch, and set of standards expend for the measure equalize and satisfied area of your practicum importation.  From this acquirements, you achieve compose an fashioner, ample rate pur-pose. 

Part 1: Rate Pur-pose Summary

In creating the rate pur-pose, enclose an induction that prepares a 250-500 term abridgment of a 3-5 day ace of examine to contextualize your rates. Your abridgment should enclose:

  1. Learning targets/objectives that are aligned after a while your standards and agreeing after a while the ace of examine that you enjoy summarized.
  2. Instructional strategies that are expend and cogent in promoting tyro consummation of the erudition concrete.
  3. Targeted forced aptitudes to be measured that are aligned after a while your standards and agreeing after a while the ace of examine that you enjoy summarized.
  4. The unanalogous ways a tyro can prove acquirements and aptitude accomplishments.
  5. The needed tools and instrument to amplify these aptitudes in the satisfied area.
  6. Academic expression for the ace of examine, including key vocabulary, fashion, and operation.
  7. Potential use of technology to influence rate, in the fashion of pledge and addressing tyro needs.

Part 2: Assessments

Consistent and aligned after a while these individuals, compose one pre-rate you would use for this ace. Your pre-rate should assess:

  1. Prior tyro acquirements.
  2. Student profit.

Create three fashionative rates that would show in this ace. Your fashionative rates must be:

  1. Aligned to the standards and concretes listed in the ace.
  2. Minimize unfairness and muniment erudition.
  3. Differentiated for the populations feeling in your rank fashion.

Create one summative rate that consists of:

  1. Specific directions for the tyro.
  2. Three condensed-counter-argument acceptance individuals that claim the use of multitudinous targeted thinking aptitudes.
  3. At last 15 multiple-cherished questions assessing forced by focusing on a abnormity of feature forced aptitudes or forced tasks.
  4. One esoteric acceptance essay individual that palpably identifies the tasks to be effected.
  5. Modified condensed counter-argument acceptance and multiple cherished individuals for tyros on IEPs.
  6. An analytic scoring regulate for the esoteric acceptance essay individual that represents the criteria and features to be scored.
  7. An counter-argument key that encloses counter-arguments for the condensed acceptances, multiple cherished individuals after a while explanations for each discretion, and a illustration counter-argument for the wide acceptance essay.

Part 3: Conclusion

In finalizing your rate pur-pose, enclose a quittance that prepares a 250-500 term rationale for the fashioner rates you composed. Discuss how the pre-rate facts would succor you to pur-pose for counsel.

Discuss the feedback you common from your warner schoolmistress on your rate pur-pose. Explain how you used the acquirements from the rank fashion you composed and represent how the rates are aligned to the concretes and unanalogousiated for the population of tyros represented in the rank fashion. Discuss how you could prepare feedback to your tyros established on the rate facts you would get if you produced this pur-pose.

Indicate the functional collaboration needed to secure the offer of an cogent erudition trial, established on the ace pur-pose.

Submit your rank fashion, induction, three fashionative rates, one summative rate, and quittance to your preceptor as one handable.

Prepare this assignment according to the regulatelines drawingt in the APA Style Guide, located in the Tyro Success Center. An conceptional is not claimd.

This assignment uses a rubric. Review the rubric antecedent to opening the assignment to befit accustomed after a while the expectations for prosperous whole.

You are claimd to propose this assignment to LopesWrite.

Standards and program competencies assessed in the benchmark assignment:

3.1: Candidates use fashionative and summative rates that minimize sources of unfairness to influence, fulfill, and muniment erudition. (InTASC 6a, 6b)

3.2: Candidates pur-pose for counsel established on fashionative and summative rate facts, antecedent tyro acquirements, and tyro profit. (InTASC 7d)

3.3: Candidates cogently use rate facts to present feedback. (InTASC 6d, 6g)

3.4: Candidates excellent and compose erudition trials and rates that are expend for curriculum goals and satisfied standards, aligned to erudition concretes and are misallot to tyros. (InTASC 7a, 6b)

3.5: Candidates use expend strategies, amplify expend sequencing, and prepare multiple ways to prove acquirements and aptitude. (InTASC 7c, 8a)

3.6: Candidates pur-pose collaboratively after a while colleagues and other functionals who enjoy properized expertise (e.g., proper educators, kindred utility preparers, expression erudition properists, librarians, resources properists) to artifice and jointly hand as expend cogent erudition trials to converge sole erudition needs. (InTASC 2f, 7e, 9c, 10a, 10b)

3.7: Candidates regulate tyros in using a rove of technology tools to vestibule, expound, evaluate, and allot acquirements in satisfied area. (InTASC 8g