RATIONALE CHECKLIST

Rationale II
PART I: ED 289A Module 2
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 4: Content Knowledge
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Unit Plan (Planning and assessment)

PART III: III. COURSE

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.
ED289: Educational Psychology
IV. TEACHING ARTIFACT DESCRIPTION
1) Choose a unit in your CTE field to teach to your case study
2) Write out the objectives and assessments for the unit/lesson plans
3) Provide a rationale for your unit/lesson plan
V. TEACHING ARTIFACT RESULTS
For this assignment, first I chose the heat transfer graphics design unit I will
be teaching in the coming weeks. Then I gave a unit summary explaining
what will be covered in this unit, which skills the students have already
learned that they will have to use and which new skills the students will learn.
Then I selected CTE and state standards that align with this unit and also
listed materials and resources that will be used. Next, I broke down the unit
into five lessons and selected benchmarks I wanted to cover in each lesson.
I gave a description of the lesson assessments and instruction summaries of
exactly what will be taught during this unit.

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 2
I. SUB-STANDARD
4.3 (Module 3 Focus Area #3):
CANDIDATE USES MULTIPLE REPRESENTATIONS OF CONTENT - Does
Candidate use multiple representations and explanations that capture key
ideas in the discipline, guide learners through learning progressions, and
promote each learners achievement of content standards?
II. CONNECTION TO ARTIFACT
I demonstrate that I use multiple representations and explanations that
capture key ideas in the discipline by describing the different teaching
techniques I will be using in each of the five lessons in this unit. For example,
I will be using reviews, worksheets, demonstrations, group work, peer
critique, teacher critique and creating a product through hands-on activities.
I also demonstrate that I guide learners through learning progressions
by having students check their completed work with each section before
moving on to the next section. That way I can let them know what they are
doing well and correct them on errors along the way. Finally, I promote each
learners achievement of content standards by connecting each lesson to
specific standards and benchmarks.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I always map out my lesson plans and
make sure to include various methods of teaching content in each unit.
I also always make sure that students have access to the standards and
benchmarks we are covering in each lesson.
IV. EVIDENCE OF SELF-ASSESSMENT
One evidence of self-assessment is the tshirt design project packet that I
create for students to use throughout this unit plan. In the packet, students
have access to the standards we are covering, each step in the project
process, space to do all of their work (sketching, color palettes, etc), spaces
for me to check and sign off on their work after each step and areas where
they can take notes along the way.

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 3
I. SUB-STANDARD TO IMPROVE
2.2 CANDIDATE INCORPORATES MULTIPLE INTELLIGENCE/LEARNING
STYLES - Does Candidate incorporate multiple approaches to learning that
engage a range of learner preferences?
II. WHAT TO IMPROVE?
I am constantly trying to work on new ways to teach content so that all
students who learn differently from each other have the means of meeting
standards and successfully completing projects. I would like to expand my
knowledge of different learning styles and teaching techniques to match
each learning style.
III. RESEARCH FINDINGS
i. This article gives some teaching tips on how to best teach to each
learning style. Some tips that I found most helpful are using learning
maps for visual learners, using discussion and video resources for
auditory learners and giving checklists for kinesthetic learners.
Resource: http://www.umassd.edu/dss/resources/
faculty staff/howtoteachandaccommodate/
howtoaccommodatedifferentlearningstyles/
ii. This article gives detailed explanations of characteristics and teaching/
learning strategies to fit each learning style. Some descriptions that
I found helpful include - visual learners enjoy advance planning and
memorize graphics or pictures, auditory learners are more easily
distracted and kinesthetic learners like to be frequently in motion.
Resource: http://www.getadministrate.com/blog/how-to-teach-to-
different-learning-styles/
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to work on reaching students of all learning
styles by using the following techniques:
1) Make sure I always give directions verbally, in written form and use models
and demonstrations when possible
2) Incorporate both individual work and group work to each lesson
3) Have students of different learning styles help each other grasp the
material