Create a safe and effective learning environment for students by clearly describing task expectations to help ensure student understanding.
Teacher designs and implements an activity where he or she demonstrates the ability to give clear directions. Clear directions include several key characteristics, each of which should be incorporated in the activity. This can be done individually, in small groups, or in whole-group instruction.
These components represent some of the basic elements that should be incorporated into the delivery of directions. They can be sequenced in a variety of ways and may work well in concert with other best practices components like modeling.
To demonstrate competence, please submit three different sets of artifacts in the boxes below (labeled Set 1, Set 2, and Set 3). A description of each component of the artifacts and the criteria by which they will be evaluated are below. To earn the micro-credential, each artifact must receive a “Yes” evaluation.
Each of the three sets of artifacts must include:
Each artifact must differ in some way. For example, you can change the task or content area for each artifact. Additionally, you may use this form to compile your artifact submission: http://bit.ly/1OS25s7
(200-word limit for each description)
Contextual Questions: Please provide a contextual description for each video you submitted in part 2, each description should include the following:
Please submit a hyperlink linking to each video that demonstrates your competence in giving clear directions for a task and students completing that task. Each of your video submissions will be independently assessed based on the following rubric:
(300-word limit for each evaluation)
Please provide a self-evaluation for each video that you submitted in part 2. Each self-evaluation should have a clear and thorough response to the following questions.
Identify the three, different best practices that were used in delivering the clear directions, as seen in the video that support your claim of competency in this skill. Clearly describe how you proficiently used each strategy. Good evidence is objective, observable elements from the segment of video that was submitted.
Identify one, student-based piece of evidence from the video that support your claim of competency in this skill, i.e. “As highlighted in timestamp 1:00-2:30, only one student out of thirty had a question on how they needed to start the task.” Good evidence is objective, observable elements from the segment of video that was submitted.
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