RATIONALE CHECKLIST

Rationale II
PART I: ED 295A Module 3 (Week 12)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 8: Instructional Strategies
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Develop a Standards-Based Project Oriented Introductory 30-minute lesson
PART III: plan
Improve your proficiency for the
HTSB standard III. COURSE
ED285A: Classroom Management

PARTS I-III DEFINED IV. TEACHING ARTIFACT DESCRIPTION

Based on your Unit Plan, develop a detailed Standards-Based Project
PART I: Oriented Introductory lesson plan with assessments.
State standard, teaching artifact,
and course name. Provide an V. TEACHING ARTIFACT RESULTS
accurate description of the For this assessment, I chose one part of my video production lesson plan and
artifact. Provide a sufficient created one lesson plan for the start of the unit. I looked at what standards
description of the artifact results. I wanted to cover and created specific learning objectives for this lesson.
Then based on the learning objectives, I created learning activities and
PART II: assessments for students. I thought about ways for students to use different
Identify at least one appropriate learning styles - working individually, working in groups, lecture/presentation
sub-standard and include the of concepts and hands-on activities.
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
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 2
I. SUB-STANDARD
8.1 (Focus Area 1):
CANDIDATE USES INSTRUCTIONAL STRATEGIES THAT SUPPORT LEARNER
OUTCOMES - Does Candidate direct students learning experiences through
instructional strategies linked to learning objectives and content standards?
II. CONNECTION TO ARTIFACT
I make sure my students learning experiences are connected to learning
objectives and content standards by first deciding which standards I want
to cover in a lesson. I break up the ACCP standards to make sure we are
covering multiple standards in each unit and all standards throughout the
year. Then I look at what topic/concept I am covering in a lesson and build
my learning objectives based on the standards and what content I want to
cover. I review each learning objective and create instructional strategies
that will best help students meet these objectives. For example, one
standard we cover in this lesson plan is ACO 4.1 Devise communication
strategies to promote individual account- ability and team success. The
learning objectives based on this standard are 1) Students will be able to
describe and discuss the different camera shots and angles in teams and
2) Students will be able to work together to create examples of each of
the thirteen camera shots and angles. The learning activities I created for
students to meet these objectives are to discuss the different camera shots
and angles and then use a camera to work together take pictures of each of
the shots and angles and create their own examples of each.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I use the process mentioned above to create
all of my lesson plans. I always review which standards we need to cover
and what learning objectives I would like students to meet. Then using this
information I build my activities for the day. For me, this is the best way
to always make sure I am linking learning experiences and instructional
strategies to the standards and learning objectives. Building off of each
other ensures this.
IV. EVIDENCE OF SELF-ASSESSMENT
In my lesson plan, starting with the standards, you can see the clear
progression from the standards to the objectives to the learning activities.
They each build off of each other up to the assessments which describe how
specifically how students will be assessed for learning the content through
the activities that were based on standards and objectives. Each piece of the
lesson plan is connected to the others.
 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
8.3 (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. WHAT TO IMPROVE?
I want to work on incorporating more group work skills into my lessons
including larger group projects and smaller activities. My students seem to
get more excited and are livelier when they work in partners or groups and
more students actively participate in activities so I would like to incorporate
more strategies to build group work skills effectively.
III. RESEARCH FINDINGS
i. This article talks about various benefits to group work in education.
Some benefits described include students mastering content/
material, learning content at deeper levels, learn how groups function
productively, learn why groups make better decisions than individuals,
and learn how to work well with others. I liked this article because I think
these are all important skills for students to learn that can help them in
future education and in the real world. These group work skills can also
help enrich the learning environment in our class.
Resource: http://www.facultyfocus.com/articles/teaching-professor-blog/
five-things-students-can-learn-through-group-work/
ii. This article gives tips for effectively implementing group work in the
classroom. This article mentions identifying the instructional objectives,
making the task challenging, and assigning group tasks that encourage
interdependence and a fair division of labour. I found these points
really interesting because it helped me to see different things I should
think about when assigning group work from the teacher point of view.
I especially liked the point of making the task challenging, this way
students can be prompted to think more deeply but they still have the
support of working together so they can learn more without the activity/
project being too overwhelming.
Resource: https://uwaterloo.ca/centre-for-teaching-excellence/
teaching-resources/teaching-tips/alternatives-lecturing/group-work/
implementing-group-work-classroom
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to incorporate group work as much as possible.
I want to use the following checklist to make sure group work assignments
are as effective and useful as possible:
1) Is the task challenging enough?
2) Does the activity help deepen understanding of the content?
3) Can students fairly divide the tasks?
4) How can I measure cooperation of all group members?