Provide 3-4 strategies to teach collaboration in the classroom environment, including at least one technology tool that would support collaboration and expand students’ authentic, real-world experiences by helping them engage virtually with others locally and globally.
Using a free tool, such as Canva or Genially, create a digital tri-fold brochure to be used as a resource for beginning teachers. Provide information about how learning occurs and strategies that support a variety of learning modalities by including the following:
A detailed description of how students learn in various modalities (in-person, virtual, and hybrid), including principles and theories related to the development and acquisition of knowledge.
Provide 3-4 strategies to teach collaboration in the classroom environment, including at least one technology tool that would support collaboration and expand students’ authentic, real-world experiences by helping them engage virtually with others locally and globally.
Provide 3-4 strategies for encouraging students to monitor their work and engage in self-reflection in a way that also promotes motivation.
A description of different teaching styles, how they are demonstrated, and the type of classroom environments they create.
A description of how your teaching practices will support various learning preferences of students based on researched learning theories.
Explain 3-4 ways a teacher can ensure all students are learning when there are diverse needs in the classroom.
Support your brochure with a minimum of 2-3 scholarly resources. (I WILL CREATE THE TRI-FOLD BROCHURE ON MY END). Here is the resources below that you can use as well. https://www.youtube.com/watch?v=uxguLDjzxIYhttps://resilienteducator.com/classroom-resources/5-types-of-classroom-teaching-styles/https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
Requirements: 200 words
Reflection on How Students Learn – RubricRubric CriteriaTotal110 pointsCriterion1. No Submission2. Insufficient3. Approaching4. Acceptable5. TargetHow Students LearnHow Students Learn0 pointsNot addressed.15.18 pointsDescription of how studentslearn in various modalities isinsufficient. Principles andtheories related to thedevelopment and acquisition ofknowledge are flawed.16.28 pointsDescription of how studentslearn in various modalities islacking detail. Principles andtheories related to thedevelopment and acquisition ofknowledge are somewhatinaccurate.19.14 pointsDescription of how studentslearn in various modalities isdetailed. Principles and theoriesrelated to the development andacquisition of knowledge areaccurate.22 pointsDescription of how studentslearn in various modalities is in-depth. Principles and theoriesrelated to the development andacquisition of knowledge areadvanced.Classroom CollaborationClassroom Collaboration0 pointsNot addressed.11.39 pointsStrategies to teach collaborationin the classroom environmentare poor. The technology toolineffectively supportscollaboration and expandsstudentsÕ authentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.12.21 pointsStrategies to teach collaborationin the classroom environmentare shallow. The technology toolvaguely supports collaborationand expands studentsÕauthentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.14.36 pointsStrategies to teach collaborationin the classroom environmentare sound. The technology tooleffectively supportscollaboration and expandsstudentsÕ authentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.16.5 pointsStrategies to teach collaborationin the classroom environmentare novel. The technology toolskillfully supports collaborationand expands studentsÕauthentic, real-worldexperiences by helping themengage virtually with otherslocally and globally.Monitoring Work and Self-ReflectionMonitoring Work and Self-Reflection0 pointsNot addressed.11.39 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are inappropriate.12.21 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are overly simplistic.14.36 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are appropriate.16.5 pointsStrategies for encouragingstudents to monitor their workand engage in self-reflection in away that also promotesmotivation are ideal.Teaching StylesTeaching Styles0 pointsNot addressed.7.59 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is inadequate.8.14 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is underdeveloped.9.57 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is complete.11 pointsDescription of different teachingstyles, how the styles aredemonstrated, and the type ofclassroom environment theycreate is exceptional.Supporting Various LearningPreferencesSupporting Various LearningPreferences0 pointsNot addressed.7.59 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis unfitting and unrelated toresearch-based learningtheories.8.14 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis artificial and minimally basedon researched learning theories.9.57 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis noteworthy and reasonablybased on researched learningtheories.11 pointsDescription of how teachingpractices will support variouslearning preferences of studentsis superior and proficientlybased on researched learningtheories.Supporting All StudentsÕLearningSupporting All StudentsÕLearning0 pointsNot addressed.7.59 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are unconvincing.8.14 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are ambiguous.9.57 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are credible.11 pointsWays a teacher can ensure allstudents are learning whenthere are diverse needs in theclassroom are meaningful.OrganizationOrganization0 pointsNot addressed.7.59 pointsAn attempt is made to organizethe content, but the sequence isindiscernible. The ideaspresented arecompartmentalized and may notrelate to each other.8.14 pointsThe content is not wellorganized even though itprovides the audience with asense of the main idea.9.57 pointsThe content is logicallyorganized. The ideas presentedrelate to each other. The contentprovides the audience with aclear sense of the main idea.11 pointsThe content is well-organizedand logical. There is a sequentialprogression of ideas that relateto each other. The content ispresented as a cohesive unitand provides the audience witha clear sense of the main idea.Supporting Research andDocumentation of SourcesUses appropriate designatedstyle and formatting todocument sources in citationsand references.0 pointsNot addressed.3.8 pointsSupporting research isineffective. Documentation ofsources is inconsistent orincorrect, as appropriate toassignment and style, withnumerous formatting errors.4.07 pointsSupporting research is minimaland somewhat inaccurate.Sources are documented, asappropriate to assignment andstyle, although several minorformatting errors are present.4.79 pointsSupporting research is credibleand relevant. Sources aredocumented, as appropriate toassignment and style, andformat is mostly correct.5.5 pointsSupporting research iscompelling and thorough.Sources are completely andcorrectly documented, asappropriate to assignment andstyle, and format is free of error.Mechanics of WritingIncludes spelling, capitalization,punctuation, grammar, languageuse, sentence structure, etc.0 pointsNot addressed.3.8 pointsErrors in grammar or syntax arepervasive and impede meaning.Incorrect language choice orsentence structure errors arefound throughout.4.07 pointsFrequent and repetitivemechanical errors are present.Inconsistencies in languagechoice or sentence structure arerecurrent.4.79 pointsFew mechanical errors arepresent. Suitable languagechoice and sentence structureare used.5.5 pointsNo mechanical errors arepresent. Skilled control oflanguage choice and sentencestructure are used throughout.LISTGRIDPRINT TO PDF
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