Writing Assignment 2
- Final Project Part 1 (80 points):
- Download the template for Topic I and add your information to the title page. Write Topic I using a minimum of three (3) scholarly sources. Sources must be cited in the PKB section of the paper.
- Submit Topic I for feedback. Pay careful attention to the required components of each Standard. You must use the suggested outline provided in the resources.
- All candidates have the option to revise Topic I for full credit. For Topics II-V, only papers scoring below 70% are eligible for revision.Revision is due by midnight Wednesday, Week 4. No extensions will be granted for the submission of revisions.
- NOTE: Candidates eligible for revision MUSTemail their professor via Canvas or Belhaven email portals (NOT by leaving a comment in the comment box) requesting that their original submission be deleted from Turnitin.
- NOTE: Candidates who do not attend to professor feedback in their revisions or in other parts of the final project could receive a grade of 0 for the corresponding rubric row.
(Taken from CCP Outline)
TOPIC I: Learner Development, Learning Differences
- Introduction to Topic (with thesis statement)
- Professional Knowledge Base (with CWV integration) – Key Ideas
- (Learner Development) The teacher analyzes research on how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (InTASC 1, CAEP R1.1 Learner and Learning)
- (Learning Differences) The teacher analyzes relevant research on individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.. (InTASC 2, R1.1 Learner and Learning)
- Application to Practice (with CWV integration)
- (Learner Development) The teacher provides examples of instructional strategies that promote developmentally appropriate and challenging learning experiences.. (InTASC 1; CAEP R1.1 Learner and Learning)
- (Learning Differences) The teacher accesses student’s thinking and experiences as a basis for instructional activities (InTASC 2; R1.1 Learner and Learning)
- What do the above-mentioned components look like in the classroom?
Student Competencies
Following are InTASC standards for which students will demonstrate competency through their writing of the Comprehensive Capstone Paper, their answers to case study questions, and their discussion question responses.
#1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful.
#2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
#3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted for diverse learners.
#4: The teacher understands and uses a variety of instructional strategies to encourage student’s development of critical thinking, problem solving, and performance skills.
#5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active encouragement in learning, and self-motivation.
#6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
#7: The teacher plans instruction based on knowledge of subject matter, students, the community and curriculum goals.
#8: The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social and physical development of the learner.
#9: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunity to grow professionally.
#10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support student’s learning and well-being.
