RATIONALE CHECKLIST

Rationale III
PART I: ED 289A Module 3
Describe a teaching artifact that
represents the overall HTSB Part 1
standard
I. HTSB OVERALL STANDARD
PART II: Standard 8: Instructional Strategies
Connect the teaching artifact to
a sub-standard and assess your II. TEACHING ARTIFACT
proficiency Case Study: Unit Plan (Instruction and Accommodation)

PART III: III. COURSE

Improve your proficiency for the ED289: Educational Psychology
HTSB standard
IV. TEACHING ARTIFACT DESCRIPTION
Describe the instructional strategies and accommodation sections for your
PARTS I-III DEFINED unit/lesson plan that are based on fundamental learning theories.

PART I: V. TEACHING ARTIFACT RESULTS

State standard, teaching artifact, For this assignment, I explained my instructional strategies and
and course name. Provide an accommodations for my heat transfer graphics unit plan. First I read about
accurate description of the the different learning theories and made some notes for each. Then I
artifact. Provide a sufficient described the specific teaching strategies I would use that match each
description of the artifact results. learning theory. Finally I described accommodations to be made for special
needs, gifted and talented, English language learners and different culture,
PART II: socio-economic status and gender considerations for each group of
Identify at least one appropriate students.
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.
 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
Part 2
I. SUB-STANDARD
8.3 (Module 3 Focus Area #5):
CANDIDATE INCORPORATES GROUP WORK TO LEARN CONTENT - Does
Candidate prepare learners to use specific content-related processes and
academic language? Does s/he also incorporate strategies to build group
work skills?
II. CONNECTION TO ARTIFACT
I demonstrate that I incorporate strategies to build group work skills
by describing how I will get students to collaborate and work together
throughout this unit. For example, during this unit students will work in
groups to give and receive critique from each other in order to help improve
their designs. Students will also work together by doing skill demonstrations
for each other and teaching each other throughout the lessons.

PARTS I-III DEFINED III. SELF-ASSESSMENT

I would rate myself as a 4 (Candidate always does this as a teacher) or
PART I:
exceeds proficiency because I always find ways to incorporate group work
State standard, teaching artifact,
into lessons and projects. It is important to me for students to learn how
and course name. Provide an
to work individually and together in groups. For most projects, there is a
accurate description of the
portion of the project that students are individually responsible for and then
artifact. Provide a sufficient
another portion of the project where they have to collaborate with others.
description of the artifact results.
IV. EVIDENCE OF SELF-ASSESSMENT
PART II:
One evidence of self-assessment is the critique portion of this unit plan.
Identify at least one appropriate
Critique is evidence that students work together and provide feedback to
sub-standard and include the
each other. This is also evidence that they are having meaningful discussions
entire language. Connect the
about their designs in groups. Another evidence of self-assessment is the
language of the sub-standard
student demonstration portion of this unit. Students work together by
to the artifact. State your
demonstrating previously learned skills to other students.
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.
 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
8.8 CANDIDATE USES QUESTIONS TO DEVELOP LEARNERS CRITICAL
THINKING - Does Candidate pose questions that elicit learner thinking
about information and concepts in the content areas as well as learner
application of critical thinking skills such as inference making, comparing and
contrasting?
II. WHAT TO IMPROVE?
I would like to work on improving the level of questioning I use during my
lessons. Sometimes it is difficult for me to think of questioning that elicits
deeper level thinking about certain concepts related to design.
III. RESEARCH FINDINGS
i. This article gives tips for asking questions in the classroom. One section
that was interesting was about responding effectively and included
tips such as - waiting for students to think and formulate responses,
not interrupting students answers, show interest in answers whether
they are right or wrong. These tips are helpful for encouraging an open
environment for discussions.
Resource: https://teachingcenter.wustl.edu/resources/teaching-methods/
participation/asking-questions-to-improve-learning/
ii. This article gives insights into the importance of questioning in the
classroom. The author points out several reasons for questioning: to
develop interest and motivate students, to develop critical thinking skills
, to review learning and to stimulate students to pursue knowledge on
their own and to ask their own questions. In order to achieve some of
these goals, we need to engage students in higher cognitive questions.
Resource: https://classteaching.wordpress.com/2017/01/19/the-
importance-of-questioning/
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to work on improving my questioning
techniques by focusing on higher cognitive questions and not just memory
recall. For example, rather than asking students What are the elements and
principles of design? I could focus more on having students analyze existing
designs and describing the effective or ineffective use of elements and
principles of design.
I also plan to work on my reactions to student participation and making sure
that each student knows his/her participation is valued whether the answer is
right or wrong.