Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Teaching Strategy and Pedagogy Glossary Assignment Instructions
EDSP 524
Teaching Strategy and Pedagogy Glossary Assignment Instructions
Overview
Vocabulary has been linked to academic, reading, and writing success in the post-secondary setting. Language and terminology development are essential to effectively reading and understanding subject-area specific material (teaching
methods, pedagogy, differentiated instruction, etc.). Research has shown that vocabulary and skill development is most effective when you construct your own meaning (even at the doctoral level) as well as a visual representation of terms or concepts. Throughout the first 4 weeks of this course, you will develop a personal teaching strategy and pedagogy glossary where you can record important or unfamiliar words, topics, concepts, and teaching methods you would like to
explore. You are highly encouraged to develop this glossary throughout the beginning of this course as you encounter challenging terms, concepts or teaching methods that you do not understand, and/or teaching methods you plan to use in your classroom. This assignment will require you to identify and wrestle with personal meanings as you develop an understanding of relevant terminology and concepts, and it will also serve as a diagnostic self-monitoring tool. The glossary will represent your journey throughout this course. (MLO: A, B, C, D)
Instructions
The glossary is to include at least 15 entries. Disability areas should not be included as glossary terms. Repetition within entries are not to be included. Each section of the Teaching Strategy and Pedagogy Glossary Template is to incorporate at least one citation, with some sections having a required minimum word count noted in the template. Current APA references should be included in the designated area at the end of your template. All 15 entries are to be combined into one
document for submission. Each entry should begin on a new page.
The 15 entries must include:
At least three teaching methods dealing with Reading Instruction
At least three teaching methods dealing with Math Instruction
At least two teaching methods dealing with Attention and/or Study Skills
Each term / item will include 4 sections:
Teaching Strategy and Pedagogy Glossary Assignment Instructions
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Teaching Strategy and Pedagogy Glossary Assignment Instructions