Practicum E: Intervention Activity Implementation- Emotional Development

Part 1: Emotional Development Mini-Lesson

Create an emotional development mini-lesson to implement with the child. Review your previous observations to determine where the child is meeting emotional developmental milestones and where additional support might be beneficial. Use this pre-assessment data to develop a min- lesson that includes two separate activities that can be implemented to improve the emotional development of the child. Specifically focus on supporting transitions among settings, based on the milestones identified during observations. Your mini-lesson should include an outline of the following lesson components:

1. Objectives
2. Resources or Materials
3. Activities
4. Assessment

Once your mini-lesson is developed, share it with your mentor teacher, make appropriate changes based on his or her feedback, and then implement the lesson activity. After implementing your lesson activity, compile results of the aligned assessment to compare to the pre-assessment data and to document progress.

Part 2: Reflection

In 250-500 words, reflect upon working with your mentor teacher to create your mini-lesson, implement feedback, and discuss assessment data. In addition, rationalize your instructional decisions and reflect upon implementation of your lesson activities. Address how the unique emotional developmental needs and diverse background of the child were addressed within the learning activities.

 

Practicum E: Intervention Activity Implementation- Emotional Development – Rubric

Collapse All Practicum E: Intervention Activity Implementation- Emotional Development – RubricCollapse All

Part 1: Emotional Development Mini-Lesson – Objectives and Materials

5 points

Criteria Description

Part 1: Emotional Development Mini-Lesson – Objectives and Materials

5. Target

5 points

Emotional development mini-lesson objectives are expertly written, and materials are well-crafted for the lesson.

4. Acceptable

4.35 points

Emotional development mini-lesson objectives are clear and detailed, and materials are relevant to the lesson.

3. Approaching

3.7 points

Emotional development mini-lesson objectives are unfocused and materials are marginally appropriate for the lesson.

2. Insufficient

3.45 points

Emotional development mini-lesson objectives are not included or insufficient, and materials are inappropriate for the lesson.

1. No Submission

0 points

Not addressed

Part 1: Emotional Development Mini-Lesson – Activities

5 points

Criteria Description

Part 1: Emotional Development Mini-Lesson – Activities

5. Target

5 points

Emotional development mini-lesson activities are innovative and thoughtfully meet the needs of the selected student.

4. Acceptable

4.35 points

Emotional development mini-lesson activities are effective and clearly meet the needs of the selected student.

3. Approaching

3.7 points

Emotional development mini-lesson activities are underdeveloped and inconsistently meet the needs of the selected student.

2. Insufficient

3.45 points

Emotional development mini-lesson activities are inappropriate and do not promote learning of the selected child.

1. No Submission

0 points

Not addressed

Part 1: Emotional Development Mini-Lesson – Assessment and Assessment Results

5 points

Criteria Description

Part 1: Emotional Development Mini-Lesson – Assessment and Assessment Results

5. Target

5 points

Emotional development mini-lesson assessment is creative and assessment results are utilized expertly to inform lesson planning.

4. Acceptable

4.35 points

Emotional development mini-lesson assessment is relevant and assessment results are utilized appropriately to inform lesson planning.

3. Approaching

3.7 points

Emotional development mini-lesson assessment is overly simplistic and assessment results are utilized inconsistently to inform lesson planning.

2. Insufficient

3.45 points

Emotional development mini-lesson assessment is unrelated to the learning, and assessment results are utilized inaccurately to inform lesson planning.

1. No Submission

0 points

Not addressed

Part 2: Reflection

3 points

Criteria Description

Part 2: Reflection

5. Target

3 points

Reflection on working with mentor teacher to create and implement a mini lesson, implementing feedback, and discussing assessment data is comprehensive. Rationalization of instructional decisions is compelling. Reflection skillfully addresses how unique background and social developmental needs were addressed within the learning activities.

4. Acceptable

2.61 points

Reflection on working with mentor teacher to create and implement a mini lesson, implementing feedback, and discussing assessment data is appropriate. Rationalization of instructional decisions is credible. Reflection properly addresses how unique background and social developmental needs were addressed within the learning activities.

3. Approaching

2.22 points

Reflection on working with mentor teacher to create and implement a mini lesson, implementing feedback, and discussing assessment data is lacking detail. Rationalization of instructional decisions is superficial. Reflection marginally addresses how unique background and social developmental needs were addressed within the learning activities.

2. Insufficient

2.07 points

Reflection on working with mentor teacher to create and implement a mini lesson, implementing feedback, and discussing assessment data is incomplete. Rationalization of instructional decisions is irrelevant. Reflection ineffectively addresses how unique background and social developmental needs were addressed within the learning activities.

1. No Submission

0 points

Not addressed

Mechanics of Writing

1 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Target

1 points

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

4. Acceptable

0.87 points

Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.

3. Approaching

0.74 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

2. Insufficient

0.69 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

1. No Submission

0 points

Not addressed

Paper Format

1 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Target

1 points

All format elements are correct.

4. Acceptable

0.87 points

Appropriate template is fully used. There are virtually no errors in formatting style.

3. Approaching

0.74 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

2. Insufficient

0.69 points

Template is not used appropriately or documentation format is rarely followed correctly.

1. No Submission

0 points

Not addressed