Structure of Course Requirements and Rubrics

Structure of Course Requirements and Rubrics MGED 3241 Content Pedagogy: Social Studies Education for Middle Grades Dr. Mark Warner (1) Group Development of a Thematic Unit.

example #1 , example #2
        -An inquiry based unit
        -Unit based on the curriculum standards for the Social Studies presented by the NCSS that are woven into the Georgia QCC‘s for middle grades
        -Create PowerPoint Presentation for Class Demonstration

examples
Rubric for the Exemplary Unit
-Communicates a concept of immediate curriculum goals
-Involves a theme to link the curriculum and make it authentic
-Provides a written list of the unit’s objectives Utilizes a curriculum that plans for interdisciplinary connections
-Presents essential questions that frame the choices of the learning experiences
- Indicates broad outcomes that link unit’s content, questions and activities to state and district outcomes
-Includes activities that introduce the theme, develop thinking skills, allow for student choice and involvement, and authentically culminate in the learner’s use and application of the declarative and procedural knowledge in the unit
-Employs a variety of assessment techniques
-Values active involvement of student decision making about objectives, activities, and assessment

(2) Thematic Literature Construct
        -Locate a book (Biography, Autobiography, Novel) that integrates well with your group’s thematic unit.
        -Develop a construct that illustrates the overarching theme of the book
        -Demonstrate the construct to the class.

Literature Construct Rubric

Why was the book chosen for the unit?
How does the book integrate the theme of the unit?
Does the construct depict an underlying theme of the book?
Why was this particular construct chosen?
Does the construct investigate the creative force of the book?

(3) Field Experience
        -Design, teach, and evaluate lesson plan focusing on conceptual understanding
        -Utilize two different assessment activities to determine quality of student’s conceptual understanding
        -Design, teach, and evaluate generalization testing lesson plan that uses internet and nontext book data sources
        -Survey and analyze available resources
        -Communicates weekly reflection on listserve MGED3241

Lab Rubric

4= exemplary level: excellence/mastery: consistently/thoroughly meets or

exceeds all criteria/standards of the task

3= proficient level: level of competence; adequately meets all criteria/standards of the task

2= in progress level: begins to, but does not adequately address all/some of the criteria standards of the task

1= unsatisfactory level: does not begin to address all of the criteria/standards of the task

(4) News Conference
        -Subscribe to Internet News Conference
        -Extend conversation of issues raised in class and readings
            News Conference Rubric
                Addresses question posed by conference moderator
                Provides a critical and thorough examination of issue
                Well organized thought with clear communication of ideas
                Generates further questions about the topic

(5) Research Journal Articles
        -Read 3 Current Research Articles from Social Studies Journals
        -Write reflections for each article Reflective Journal Rubric
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               Well organized thought
Demonstrate utilization of information and understanding of current research on "best practice"
Generate further questions for study

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