EDR 623 Common Course Assessment: Interdisciplinary Unit Project
EDR 623 Common Course Assessment: Interdisciplinary Unit Project
The Interdisciplinary Unit Project addresses IRA standards 2.1, 2.2, 2.3, 4.1, & 4.2. This learning experience engages candidates in informal coaching opportunities, but also moves candidates into more formal coaching opportunities. In this assignment, candidates are placed into interdisciplinary teams, including at least three content areas. They are asked to plan a unit ofstudy appropriate for an interdisciplinary team that is appropriate for approximately 3 to 4 weeks of instruction for a heterogeneous secondary (7th -12th) classroom. Candidates must include the following in their unit plans:
1.)Theme, Understandings (3-7), Concepts (5-8), Knowledges, & Skills (8 – 18)
2.)Standards for each content area that address the “big or small concepts or facts” for the theme.
3.)Empowering Students – The unit plan should reflect the group’s beliefs about teaching and learning, specifically making space for student autonomy, agency, and choice. Include an explanation of how instruction is differentiated and set up to promote empowerment in students.
4.)Assessment - Create a unit assessment planincludinga combination of assessment tools. Each candidate must answer the following questions: a.) How will your students demonstrate learning of the understandings? b.) How will your students demonstrate learning of the standards you have specified? c.) How will you know you and your students are accomplishing your specified goals? d.) How can students be responsible for assessing themselves and/or each other?
5.)Resources – Create a list of the books, multiliteracies, speakers, field trips, digital media etc….used during this unit for each content area to support the overall theme and capitalize on diversity. The bibliography must contain both digital and non-digital resources and multiple genres of texts (narratives, expository, poetry, song lyrics, plays, websites, videos, etc.). Materials should be culturally responsive and appropriate for a wide-range of learners including those that struggle with reading and writing, second language learners, etc.
6.)Literacy and Thinking Strategies – Each discipline needs to use at least TWO literacy strategies that will help students access content for this theme. The strategies chosen should be meaningful and effective and supported in the literature. Be sure to provide research and theoretical support for these instructional strategies.
7.)Master Calendar - This calendar serves to demonstrate the sequence of implementation of the entire unit.
8.)Self-Evaluation –Each candidate must write a self-evaluation of the unit plan, answering: How well do you think your unit plan reflects the knowledge you have gained from your work this semester? How would you like to refine the unit in the future? Evaluate your own personal contributions to this project (explain what you did specifically to meet the team’s goal) as well as the contributions of your teammates.
Although the Interdisciplinary Unit Project could be a unit the candidates would teach within the classroom, the way the candidates approaches the unit and craft/construct the units is reminiscent of writing a unit for other teachers to implement. Therefore, as candidates create the unit plans, they must first engage in instructional conversations with teachers, recognizing common themes and understandings across disciplines. Once candidates set their goals for the unit, based on these themes and understandings, they need to develop and provide materials for the teachers, another form of informal/more formal coaching. As the candidates develop the unit, they must utilize curriculum and developmental benchmarks to ensure alignment, thus moving into a more formal level of coaching.
Scoring Guide/Rubric for EDR 623 Common Course Assessment: Interdisciplinary Unit
Elements / Distinguished(3) / Proficient
(2) / Progressing
(1) / Unsatisfactory
(0)
IRA 2.1 / Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum / Candidate demonstrateda sophisticated understanding of the research and literature that undergirds the reading and writing curriculum and instruction for students while developing and implementing curriculum that meets the specific needs of students who struggle with reading / Candidate demonstrated an adequate understanding of the research and literature that undergirds the reading and writing curriculum and instruction forstudents while developing and implementing curriculum that meets the specific needs of students who struggle with reading / Candidate demonstrated an unsophisticated understanding of the research and literature that undergirds the reading and writing curriculum and instruction for students while developing and implementing curriculum that meets the specific needs of students who struggle with reading / Standard was not met
IRA 2.2 / Candidates use appropriate and varied instructional approaches / Candidate shows a high level of skill in providing appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing that is supported by literature and research / Candidate shows an adequate level of skill in providing appropriate instruction for all readers and writers, especially those who struggle with reading and writing thatis supported by literature and research / Candidate shows little skill in providing appropriate instruction for all readers and writers, especially those who struggle with reading and writing that is supported by literature and research / Standard not met
IRA
2.3 / Candidates use a wide range of texts / Candidate demonstrates high level of skill in supporting classroom teachers in using quality materials that meet the specific needs and abilities of all learners / Candidate adequately supports classroom teachers in using quality materials that meet the specific needs and abilities of all learnersmeaning-making is taking place / Candidate attempts to support classroom teachers in using quality materials that meet the specific needs and abilities of all learners / Standard not met
IRA
4.1 / Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. / The candidate demonstrates an in-depth understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing, and assisting teachers in developing reading and writing instruction that is responsive to diversity / The candidate demonstrates an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing, and assisting teachers in developing reading and writing instruction that is responsive to diversity / The candidate attempts to demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing, and assisting teachers in developing reading and writing instruction that is responsive to diversity / Standard not met
IRA 4.2 / Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity / Candidate provides effective ideas for differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity and develop students as agents of their own literacy learning / Candidate provides ideas for differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversityand develop students as agents of their own literacy learning / Candidate attempts to provide ideas for differentiated instruction and instructional materials, including traditional print, digital, and online resources, that capitalize on diversity and develops students as agents of their own literacy learning / Standard not met