Assignment #2 has five main components, and the components include:
- Standards Summary
- Standard Dissection
- Student Activity/Assignment
- Blooms Level and Justification
- Specific Learning Objective
Since this may be your first time manipulating standards and it can be a challenging concept, you are welcome to work in partners or small groups on this assignment. If you decide to work in groups or partners, small groups should be no larger than 3 members and each member should submit the final product. I have also created and included a template that you may use for this assignment. The template is not a requirement, but sometimes it can be helpful to have a starting point for in-depth assignments such as this one. Below is a breakdown of each required section of this assignment. The template can be found by clicking Standards_Assign_Template.docx
PART 1: Academic Standards
Narrative Alert: This portion of the assignment should be in paragraph form and should both
- define what academic standards are, and
- explain the general purpose of academic standards is in the realm of public education.
There should be references to our text, course videos, and/or as needed, additional researched resources. (Expected length – 2 paragraphs)
*APA Format Example:
- In-line Citation: (Orlich et al., 2012, p. 15);
- Reference: Orlich, D. C., Harder, R. J., Trevisan, M. S., Brown, A. H. & Miller, D. (2018). Teaching strategies: A guide to effective instruction. Cengage Learning.
PART 2: Academic Standard Dissection
You will identify your content area/subject and a standard in your content subject area – just one standard. From that standard you will need to identify the Domain, Full Standard with clarifying objectives, and Standard Number/Identifier. This can be completed almost as a bulleted list. The full standard does not have to be reworded; it should be copied verbatim from the correct document/resource (North Carolina Standard Course of Study (Links to an external site.)).
Below is an example of what should be submitted for this section of the assignment.
EXAMPLE #1:
- Subject: Science
- Domain: Forces and Motion
- Full Standard: K.P.1. Understand the positions and motions of objects and organisms observed in the environment.
- Clarifying Objective: Compare the relative position of various objects observed in the classroom and outside using position words such as: in front of, behind, between, on top of, under, above, below and beside.
- Standard Number/Identifier: K.P.1.1
EXAMPLE #2:
- Subject: English Language Arts (ELA)
- Domain: Reading: Foundational Skills / Print Concepts
- Full Standard: RF.K.1. Demonstrate understanding of the organization and basic features of print.
- Clarifying Objective:
- b. Recognize that spoken words are represented in written language by specific sequences of letters.
- Standard Number/Identifier: RF.K.1.a.b.
PART 3: Student Activity/Assignment
You will design a description of a student activity that students would complete to show their level of mastery of the chosen content standard. This activity/assignment should be in alignment with your selected standard above. This section should also include a snapshot of the activity/assignment that you would expect to receive from a student. Below is an example of an activity/assignment that correlates with the example standard above.
EXAMPLE:
Student Activity: After reading Shakespeare’s A Midsummer Night’s Dream, students will identify a theme through a storyboard and justify at least four textual evidence that justifies the chosen theme. A snapshot example of the expected assignment is below.
PART 4: Blooms Level and Justification
For this final portion of the assignment, you will need to select one of the six levels of Bloom’s Taxonomy that your designed assignment falls into and justify your selection. An example of this portion of the assignment is below and correlates with the activity example and standard example above.
EXAMPLE:
Blooms Level: Create (Level 6)
Justification: The chosen student example is within Blooms 6th level of cognitive learning because the students will be creating a storyboard that classifies different scenes from A Midsummer’s Night Dream into a theme that students identify. Students will be utilizing several layers of Blooms Taxonomy for this assignment as they will create a storyboard, identify a theme, summarize events in the story, interpret events in a way that connects to the chosen theme, and label the theme connections to each event.
PART 5: LEARNING OBJECTIVE
You will create a Learning Objective for the student activity that you created. You must have each of the four components of a Learning Objective in the correct placement and each component should be color-coded. Below is an example of a Learning Objective that correlates with the activity and Blooms level from above. Make sure that your Learning Objective is S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Timed).
EXAMPLE:
Given paper and drawing utensils, students will identify a theme in Shakespeare’s A Midsummer Night’s Dream with at least four textual evidences of support.
KEY:
- Condition
- Audience
- Behavior
- Degree of Mastery
See the following for supportive resources:
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