COMPETENCIES
643.1.4 : Instructional Models and Strategies
The graduate analyzes the theoretical and practical implications of various instructional strategies and models intended to support teaching and learning.
643.1.7 : Development and Learning
The graduate analyzes how various professional practices intended to support learners relate to theories of learning and development.
642.1.11 : Initial Preclinical Experiences in Educational Psychology
The graduate analyzes the theoretical and practical implications of various instructional practices intended to support the use of educational psychology in the classroom.
INTRODUCTION
WGU employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework.
In this task you will watch 10 videos related to psychology for educators, analyze the teaching activities viewed in the videos, and consider how they reflect your own teaching style.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.\u00a0
A. Complete the attached \u201cIntroduction to Preclinical Video Observation Form\u201d as you watch 10 videos, all selected from the attached \u201cATLAS Video List.\u201d Use only one form for all 10 videos. <\/p>\n
Note: Search for each video by title in the “Atlas Video Observation Program” website, found in the web links section below. Do not change or delete any part of the form, and follow instructions for each section exactly as directed. <\/p>\n
B. Reflect on six of the 10 videos watched in part A by doing the following. For each response be sure to:
\u2022 use a different video for each set of requirements in part B (i.e., parts B1, B2, B3, B4, B5, and B6 must all address a different video)
\u2022 include evidence from each video as support
\u2022 identify each video by title or case number
1. Describe how the teacher assesses student learning in one identified video.
a. Evaluate the appropriateness of this assessment method for the learning environment observed in part B1.
b. Explain one way you would adapt or modify this assessment method to ensure that all students in the observed classroom setting are successful.
2. Describe an instructional strategy that met the needs of students observed in a second identified video.
a. Evaluate how well this instructional strategy met the needs of the students observed in part B2.
b. Explain how you would implement the instructional strategy from part B2 into your own teaching practices.
3. Describe how a learning theory is evident in a third identified video.
a. Identify one theorist whose position aligns to the learning theory described in part B3. Then explain why the theorist\u2019s position aligns to that learning theory.
b. Describe how you would apply the theory from part B3 to your own teaching practice using a different technique within the same learning theory.
4. Describe how the teacher in a fourth identified video incorporates technology in the classroom to enhance student learning.
a. Explain how this use of technology does or does not align with best practices for the appropriate use of technology. <\/p>\n
Note: Best practices relate to theory or research-based practices that enhance lessons in ways that are over and above nontechnological approaches. <\/p>\n
b. Evaluate how the technology observed in part B4 enhances student learning.
5. Describe an instructional resource used for the lesson in a fifth identified video.
a. Evaluate the effectiveness of this resource, including whether or not it is developmentally appropriate for the learners in the classroom observed in part B5. <\/p>\n
Note: Make sure your evaluation of the effectiveness of the resource aligns to best practices. <\/p>\n
b. Describe how you would use an additional instructional resource to enhance student learning in the lesson observed in part B5.
6. Describe how students in a sixth identified video engaged in a listening, speaking, reading, writing, or thinking activity that provides opportunities for them to use higher-order thinking skills.
a. Describe how you would enhance student engagement in the higher-order thinking activity in the lesson observed in part B6. <\/p>\n
C. Reflect on your current teaching philosophy as it relates to instructional strategies and models using evidence from at least three of the videos watched in part A for the following points.\u00a0
\u2022 Briefly describe your current teaching philosophy for instructional strategies and models
\u2022 Describe strategies observed in the videos that you would like to emulate, including evidence from at least one video as support. Identify the video by title or case number.
\u2022 Describe strategies observed in the videos that you would like to avoid, including evidence from at least one video as support. Identify the video by title or case number.
\u2022 Describe characteristics of a classroom environment observed that you would like to teach, including evidence from at least one video as support. Identify the video by title or case number. <\/p>\n
D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. <\/p>\n
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z <\/p>\n
the website:\u00a0https:\/\/atlas.nbpts.org\/cases\/ <\/p>\n
the list:Psychology for Educators
Video # Grade Video Title\u00a0
9 K Practicing Presentation and Audience Skills through Science Presentations
14 5 Using Technology in Creative Writing
238 6 Using Discourse to Support Students\u2019 Understanding of Multiplying Fractions
40 8 Assessing Sight-Singing Through Self-Assessment to Develop Independence
2451 5 Constructing Rectangular Prisms to Build Understanding of Volume
53 2 Observing and Measuring the Weather
74 3 Understanding characterization
134 10, 11, 12 Applying the Properties of Quadrilaterals to Determine Length and Angles
163 6 Developing Drug Awareness and Resistance Skills
607 5 Examining Water Quality from Data
367 6 Identifying and Understanding Figurative Language
403 3 Applying Momentum While Learning and Practicing the Vertical Jump
487 10, 11, 12 Applying the Language of Art to a Critique of One\u2019s Own Photograph
524 10, 11, 12 Comparing \u201cDeath of a Moth\u201d by Annie Dillard to \u201cThe Death of the Moth\u201d by Virginia Woolf in a Student-Led Discussion
596 Determining Differences and Similarities in Liquids Using Attributes
680 2 Applying Listening and Speaking Skills while Presenting a Digital Scrapbook about the Early Settlers
729 3 Building Fluency through Developing Letter-Sound Relationships
993 10, 11, 12 Activating Prior Knowledge About Functions
956 3 Comprehending and Summarizing Text About the Solar System
1163 4-5 Collaborating and Utilizing Technology to Create Animations <\/p>\n","protected":false},"excerpt":{"rendered":"
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