Learning Tasks
(activities/assignments/assessments)
for EDU 340
(Linked to MN Standards for Effective Practice)
Course objectives: Each of the following tasks is a required learning experience and must be completed in order to pass EDU 340. Please click on the task name to open the page describing the learning task. Each page contains the expectations, details, requirements and assessment / evaluation for the task.
Grading
Completing the learning tasks and expectations for this course is required. Each task grade will be based on a point system, and the final course grade will be a percentage of the total grade, using 10 % increments.
91 - 100% of the total points = A
81 - 90 % of the total points = B
71 - 80 % of the total points = C
70 and below is unsatisfactory for the education department
Learning Tasks and Rubrics:
• Fridays in the Field Response (on Moodle)
This task weaves through all learning modules
Each module for EDU 340 has identified learning tasks or evaluations
• Module 1 - Planning lessons to meet the needs of all students
Requires students to be able to describe and use the SIOP planning method.
Assessed by a quiz and use of SIOP components in planning lessons
• Module 2 - Adolescents in the Schools - Middle School Philosophy
Requires students to be able to identify middle school concepts and
terminology.
Assessed by a quiz
• Module 3 - Experiential learning - Planning and Implementing lessons
Requires students to plan and teach in their Friday classroom settings.
Assessed by lesson feedback and lesson plans.
• Module 4 - Culture and Language in the classroom
Requires students to participate in a literature circles study and a culminating project.
Assessed through the completion of role sheets, peer feedback and project rubric.
Requires students to team teach a chapter from the ELL text to their peers.
Assessed by a rubric that evaluates the lesson.
LEARNING TASKS/RESOURCES:
Tasks completed with your teaching partners/team:
Advisory Lesson plan, rubric and reflection
Lesson plan model_
Exploratory Lesson Plan and Teaching Task
Exploratory Lesson Plan Rubric
Team-lead discussion of reading
Tasks completed individually:
Professionalism Expectations and Rubric
Exploratory Lesson: - personal reflection
V. Module 4 - Culture and Language
Literature Circle Task:
Literature Circles Task
Lit Circles Discussion Rubric
Lit Circles Presentation
Lit Circles self/group evaluation
Final exam: Students will be given an essay exam
EDU 340 Final Exam:
Essay: During the final exam time each student will draw a situation asking them to respond to a student need in a middle school classroom. They will need to respond based on the knowledge and skills gained in the course and provide an example of what they would do if this student were in their classroom.
In essence, the question will be: Given this information about a student in your class, (which will be randomly provided during the exam) and based on what you know about middle school students and planning cultural and language appropriate lessons, what would you do??
Final exam rubric:
For the situation/question randomly selected by the student, the essay response will be evaluated on the following criteria:
Appropriate descriptions of the concepts and processes presented in the course are included in the answer. (This score is weighted by 3):
5 = Accurate and specific description of concepts, planning structures or processes are utilized in the answer. High level of detail in the
response.
4 = Adequate description of concepts, planning structures or processes are utilized in the answer. Moderate level of detail in the
response.
3 = Some concepts, planning structures or processes are d included in the answer. Minimal detail and some inaccuracies in the response.
2 = Very few specific concepts, planning structures or processes are included in the answer. Somewhat vague answer with generalities
rather than specifics.
1 = General and non-specific answer lacking in details related to concepts, planning structures or processes.
An example of what would be done in the classroom is included.
3 = The use of an explicit example in the essay strongly supports the writer’s understanding of the concepts and processes presented in
this course.
2 = The example given is somewhat supportive of the writer’s understanding of the concepts and processes presented in this course.
1 = Weak example is given. Example is vague and not a clear support of the writer’s understanding of the concepts and processes
presented in this course.
0 = No example provided.
Professionalism:
3 = Clear, well written essay, no glaring mechanical or grammatical errors.
2 = Essay is well written, some grammatical or mechanical errors detract from the overall quality of the writing,
1 = Essay has numerous grammatical and/or mechanical errors that interfere with the quality of the writing.
.
Total points possible for final essay: 21
Score _______