SE 511 Human Development and Learning in Instructional Contexts
Teaching Journal Installment 3
The Teaching Journal in LSE 511 is intended to allow you to pause, reflect, and integrate your developing knowledge of the research on student learning and the implications for teaching practices.
Teaching
Journal
Topics Modules
Reviewed
Installment 3 Synthesize concepts and principles: Teacher decision-making; formative and summative assessments; standardized assessment; teacher-directed learning; student-directed learning; proactive classroom management; developmental considerations.
Modules 7-10
Instructions for Teaching Journal
and to focus and organize your reflections.
teaching practice
o In this explanation, make connections among the big ideas, principles, and teaching practices across the three modules addressed
o Make personal connections to draw original implications for teaching practice
date provided in the syllabus and course schedule.
TJ-Installment 3
Teachers make hundreds of small and not-so-small decisions every day in a complex, multi-layered learning environment. How can they best organize and focus their attention to ensure students are
learning and they are continually improving? Review the big ideas and principles in Chapters 8, 9, and 10
and the associated module materials. Use the research reported and your own background experience
to address the following prompts:
what circumstances are each most effective?
you think will be most compelling and beneficial to inform your decision-making as a teacher?
In what ways do you want to be sure to engage students in making decisions in the classroom?
What will benefit their learning in the grade range you expect to teach?• What challenging decisions will you make as a beginning teacher? What tools or resources will help you decide what to do?
Grading Rubric for Teaching Journal Installments
Grading Rubric for Teaching Journal Installments 20 points – This is well written. You fully addressed the questions and provided accurate and substantive reflections on the big ideas covered in modules. You drew connections among big ideas in module materials and made personal connections to derive original implications for teaching.
18 points – Follows directions; addresses most prompts accurately to focus on big ideas covered in the
modules for the current journal installment; draws connections among big ideas in module materials to
derive implications; teaching writing is mainly organized and clear, concise, and easy to read.
16 points – Follows assignment directions; addresses most prompts accurately and substantively; may
include partial responses; may omit some critical concepts or implications for teaching in reflections.
Writing is somewhat organized, clear, concise, and easy to read.
14 points – Does not follow the assignment directions; does not address all prompts; misses critical
concepts and implications for teaching covered in modules related to current journal installment Writing
needs to be organized, clear, concise, and easy to read.
0 points Fail to complete an assignment or vague reflections providing no clear evidence of having read
module materials related to the current journal installment