Teaching Examples Critique Assignment

December 16, 2022

Teaching Examples Critique Assignment

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Teaching Examples Critique Assignment

Teaching, Examples, Critique, Assignment

Overview

As you know, the major assignment in class is a proposed teaching demonstration. All assignments this term help to prepare you for that major assignment. That is true for your assignment for this week, as well, since you have the opportunity to view several teaching demonstrations and critique them, based on the concepts you are learning in class.

Instructions

For this exercise, please choose TWO of the teaching demonstrations from the options provided in class and watch the videos carefully, taking notes as you do. Please review the assignments instructions and the grading rubric as you view and take notes to make sure you pay attention to the critical elements. Make sure you have also reviewed the class readings and videos up this week since you will draw from those concepts in your critique.

In your critique, include the following:

Identify the teaching strategies employed in the lessons—based on the active teaching strategies to which you have been introduced in the class texts.
Determine what “graduate level” elements were evident in the teaching—based on the higher levels of Bloom’s Taxonomy or Anderson and Krathwohl’s revision of Bloom.
Discuss elements of adult learning theory evident in the demonstrations.
Comment on the appropriateness and clarity of the LO’s. Did the LO’s focus on the lower or the upper levels of Bloom’s Taxonomy? How could you have stated the LO’s more strongly?
Analyze whether the teaching strategies were appropriate for the lesson topic and the LO’s based on class sources. Were the strategies effective? What better strategies could you choose to fulfill the LO’s?
How would you have changed the presentation to improve the lesson? What were the strengths and weaknesses?
What did you learn from watching these videos that you might incorporate into your own proposed teaching demonstration?

As you present a thorough critique of the two lessons, make sure to integrate concepts from the class sources that you used in your critique. Make sure to cite correctly per APA. Draw broadly from the class sources, rather than just share your opinion. In terms of formatting and structure, please use a title page per APA. Format your paper using APA headings to correspond with the major requirements (above) of this project. Moreover, writing and citations need to be clear and correct and commensurate with doctoral level work.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Teaching Examples Critique Grading Rubric

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Below Expectations

Not present

Content Review

33 to 35 Points

Student meets the basic assignment requirements mentioned in the “Proficient” column but does so with exceptional clarity, detail, and insight.

30 to 32 Points

Student provides adequate and accurate review of the teaching strategies, LO’s, etc., observed in the teaching demonstration following the prompts in the assignment instructions. Ideas are well-supported by references to the class sources.

27 to 29 Points

Student captures some of the teaching strategies.

1 to 26 Points

Requirements listed in the “proficient” column are significantly lacking at the doctoral level.

0 points

Not Present

Analysis/Evaluation

46 to 50 Points

Student meets the basic assignment requirements mentioned in the “Proficient” column but does so with exceptional clarity, detail, and insight.

Analysis is superbly demonstrated.

42 to 45 Points

Student provides an adequate analysis/evaluation of the effectiveness of the teaching strategies the instructor used in each demonstration with comments on application of adult learning principles.

Ideas are well-supported by references to the class sources.

38 to 41 Points

Student provides some analysis and evaluation.

1 to 37 Points

Requirements listed in the “proficient” column are significantly lacking at the doctoral level.

0 points

Not Present

Personal Application/Suggested Changes

19 to 20 points

Student meets the basic assignment requirements mentioned in the “Proficient” column but does so with exceptional clarity, detail, and insight.

Student exhibits strong insight in discussion of possible applications.

17 to 18 points

Student discusses personal application to his/her own future teaching. Ideas are well-supported by references to the class sources.

16 points

Student demonstrates some of the requirements listed in the “proficient” column but without appropriate depth at the doctoral level.

1 to 15 points

Requirements listed in the “proficient” column are significantly lacking at the doctoral level.

0 points

Not Present

Structure

Advanced

Proficient

Developing

Below Expectations

Not present

Writing, Formatting, and Citation

42 to 45 Points

Student writing is exceptionally clear, persuasive and error free.

Ideas are fully supported and correctly cited using current APA formatting.

38 to 41 Points

Ideas are adequately presented; sentences are correctly constructed, and paragraphs are organized consistently with doctoral level writing.

Writing is largely free of grammar, punctuation, and other writing errors.

Contains any appropriate citations and references cited using current APA formatting.

34 to 37 Points

Student’s writing deviates from the requirements in the “proficient” column in several ways.

1 to 33 Points

Student’s writing deviates from the requirements in the “proficient” column in numerous ways.

0 points

Not Present

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Teaching Examples Critique Assignment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.