The teacher understands procedures for designing effective and
coherent instruction and assessment based on appropriate learning goals and objectives.
The beginning teacher:
· Understands the significance of the Texas Essential Knowledge and Skills (TEKS)
and of prerequisite knowledge and skills in determining instructional goals and objectives.
appropriate criteria to evaluate the appropriateness of learning goals and objectives (e.g., clarity; relevance; significance;
age-appropriateness; ability to be assessed; responsiveness to students current skills and knowledge, background, needs, and
interests; alignment with campus and district goals).
assessment to analyze students strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals
the connection between various components of the Texas statewide assessment program, the TEKS, and instruction,
and analyzes data from state and other assessments using common statistical measures to help identify students strengths and
knowledge of various types of materials and resources (including technological resources and resources outside the school)
that may be used to enhance student learning and engagement, and evaluates the appropriateness of specific materials and resources
for use in particular situations, to address specific purposes, and to meet varied student needs.
lessons and structures units so that activities progress in a logical sequence and support stated instructional goals.
learning experiences that provide students with opportunities to explore content from integrated and varied perspectives (e.g.,
by providing an integrated curriculum, employing play as one learning mode, permitting student choice of activities, involving
students in working on projects, designing instruction that supports students growing ability to work cooperatively and to
reflect upon other points of view when appropriate).
time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection,
self-assessment, and closure.
When creating the instructional goals and objectives for this PBL unit I included TEKS
using elements from 4th grade standards and requirements for English Language Arts and Reading and Technology. The activities were
designed for fourth grade students keeping in mind the age appropriate goals for research and oral presentation of materials. Assessment for the criteria is clearly outlined on the first page of the unit plan,
it is further broken down in each lesson, I wanted to provide lots of opportunity for assessment so that students will be
able to evaluate the effectiveness of their research and the teacher can self evaluate the effectiveness of the lesson and
activities. The technology elements are included in this unit and the expectations
and resource requirements are also listed clearly on the unit plan outline, technology can not be emphasized enough, it is
imperative that technology play a large part of the PBL so that students can conduct their own research and solve their own
problem, taking an active stance in their learning. The lessons are in a progressive
sequence building on knowledge from prior lessons building up to the final presentation where the effectiveness of the lessons
will be tested. The various activities provide an integrated curriculum; students
will role play, research, participate in discussions, self assess, opportunities for journal reflection, and the opportunity
to conclude their research in an organized manner via a powerpoint presentation. At
the end of the unit students will have the opportunity for closure by reflecting on their participation in the unit, comparing
starting knowledge with what they know at the end of the unit, as well as determine their answer to the question presented.
Click the link below for evidence
of this competency:
An Orca Debate- Should We Adopt an Orca?