rubric gallery

Fill out the profile details and answer the questions with enough details in about 3-5 sentences. Undergraduate students, please fill out part 1 of the profile with detailed description of student). Graduate students will turn in both sections (profile and questions).

The objective of this assignment is to generate critical thinking about trends and issues related to the integration of technology. You and your co-host are required to find one article (journal, magazine, internet, etc) that discusses/addresses current research, trends or issues regarding integration of technology in the classroom. The article must be published since 2003. Read the article. Create a new discussion forum. Provide a brief overview of the article's main points/issues/trends, and post a link to the article in he Article Hosting forum on Moodle. Your in-class discussion should consider such issues as: 1. What implications does the information presented have for students? 2. How may the implications affect you as a school leader or teacher? 3. What does it mean for teaching? Positive or negative change to the field?

Select and interview a bilingual teacher who is currently teaching in a bilingual education program. Submit in a typewritten format the questions and subsequent responses from the interviewee. Select two critical issues in bilingual education that emerge from the responses of the interviewee and analyze them using course readings and/or additional resources. Please note that you will share the results of the interview with peers. 2-3 page (single space) or 4-6 pages (double space).

Present your most significant moment (description column), connections to ESL methods (connections column), and a short final reflection/critique of the service learning experience as a whole (5-7 sentences) answering the following questions: What would you have done differently? What did you learn from working with the families? Was there anything from the experience that made you feel more prepare to work with ELLs? Present this information in 1-2 slides (3-5 minutes).

Select two moments from the service learning experience and describe it on the left side of the log. On the right side of the log, write your connections to class content (literacy strategies, service learning readings, and other concepts discuss in and out of class). Include at least one citation from your textbook or from the assigned service learning readings. Connect also to your personal experience. (1 single space/2 double space pages)

Maintain a record of visits and select 1 significant moment per hour of visit and upload to Blackboard Dropbox. These are the moments that are most important for learning. Topics to ponder: Feelings on teaching English learners, second language acquisition, culture, self to text connections, differentiated instruction, strategies used, strategies that work, etc. Apply the newly acquired terminology discussed in class on your reflections.

Write an action plan for your classroom based on de Jong’s four principles for multilingual schools and the concepts of language, culture, and power. Think on how all students could have equal access to the curriculum and at the same time validate what they bring to the classroom. If you are not a classroom teacher, create a position statement incorporating the principles and language, culture, and power concepts. (2-4 single space/4-6 double space pages).

Read Nieto (Chapter 3), Pepinster Greene (2005), Nieto (2013), Salazar & Franquiz (2008) and think on your own Aha! Moments and how they relate to the concepts of language, culture, and power. Respond by creating a visual representation (Glogster, poster, wordle, etc.) of your moments and connect to the reading(s). Submit with a paragraph (5-8 sentences) explaining rationale of your response. Responses will also be share in class.

Include an overview of the field experience, two significant moments with connections to class content, and a final reflection/critique of the experience a whole (5-7) sentences) answering the following questions: What would you have done differently? What did you learn from working with the ELLs? Was there anything from the experience that made you feel more prepare to work with ELLs? This information should be presented in two slides and a maximum of 5 minutes.

Mini-lección de 15 a 20 minutos en una estrategia de enseñanza que incorpore destrezas lingüísticas y un contenido académico. Criterios de evaluación incluyen: integración de lengua y contenido en estrategia, organización y tiempo, participación activa de pares, materiales educativos, plan de enseñanza con reflexión.

Maintain a record of visits and select 2 significant moments per visit to share on Discussion Board. Topics to ponder: Feelings on teaching English learners, self to text connections, differentiated instruction, strategies used, strategies that work, etc. Min. 150 /Max 200 words per column. Submit to Blackboard Discussion Board and respond to two colleagues’ significant moments. Responses should be at least 100 -150 words.

15-20 minute lesson a teaching strategy from Herrell and Jordan text. Evaluation will be based on: following Herrell and Jordan Guidelines, Organization and Time, Peer Engagement, Instructional Materials, Submitted lesson plan with reflection to Assignments folder, Sharing of lesson plan and materials to Wiki.

Lea las lecturas asignadas bajo el tema de cultura y responda a ellas a través de un visual (Glogster, póster, wordle, etc.) sobre el impacto de estas lecturas para usted. Puede seleccionar un concepto o varios, siempre y cuando los nombre. Escriba un resumen de un párrafo que explique la razón de su respuesta a los conceptos de la lectura(s). Las respuestas serán compartidas en clase.

Select two moments from the service learning experience and describe it on the left side of the log. On the right side of the log, write your connections to In My Shoes and Why significant? Include direct connections from your text (e.g., quotations) and your personal experience. (1-2 single space/2-3 double space)

Students will select five quotes from the reading on the left side of the journal. On the right side of the journal students will write their observations, clarifications, personal connections on the reading. 1-2 Pages.

Follow CAL’s Guiding Principles for Dual Language Education and the Two-Way Immersion Toolkit to prepare and evaluation report on a dual language program. Analyze your results using course readings and/or additional resources. Please note that you will share the results of your evaluation with peers. 2-3 page (single space) or 4-6 pages (double space).

Select and interview a bilingual teacher who is currently teaching in a bilingual education program. Submit in a typewritten format the questions and subsequent responses from the interviewee. Select two critical issues in bilingual education that emerge from the responses of the interviewee and analyze them using course readings and/or additional resources. Please note that you will share the results of the interview with peers. 2-3 page (single space) or 4-6 pages (double space).

General Debate Rubric to give an idea of debate requirements for those who have never debated.