SarahS2

=Stage 2 Determine Acceptable Evidence.=

**Standards **: Your curriculum will illustrate rigor, relevancy, and relativity to best practices and current research. The Maine Learning Result's Guiding Principles will be addressed in your program. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal/Role **: As a leader in your school that sees the significance of character education, your task is to develop a character education curriculum that meets the goals of your classroom and the vision of the school.
 * Audience **: You will focus on the needs of the students in your classroom while including parents, the community, and teachers and administrators you will be working with to develop and implement your curriculum.
 * Situation **: Your challenge is (1) to develop a character education curriculum based on current practices and research and (2) to integrate this curriculum which involves students, teachers, administrators, and parents/community, into your instruction and aligns with your school’s vision.
 * Product/Presentation **: You will design and develop content learning for a character education curriculum that will be integrated into classroom instruction. You will create a digital presentation to share with course participants (feedback) and colleagues (reflection). You will then produce a short movie of the highlights of the character education curriculum integration efforts to post to your school’s website, classroom website, and/or personal professional technology tool, and share with course participants so they can see the result of the work they have contributed to through feedback and reflection.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * * Observations - Participation in and application of experiential education activities, contributes to discussions
 * Reflections - Read assigned articles and write a 1 - 2 page reflection that will include "ideas" that will guide the research for your character education curriculum
 * Presentations – Digital presentation of Character Education curriculum design and movie of curriculum integration (practicing the technique of //perform, feedback, revise, perform //)
 * Prompt - Character Education curriculum (product) written with references to research - 10 pages ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">From reflections, pull out 5 major "ah ha's" and evaluate yourself on where you are in that current practice, philosophy, research, etc. (understandings 1 & 4 - below)
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">How do you see Character Education "changing" in your classroom and within your school's culture? What has grown from your Character Education implementation efforts? (understandings 2 & 3 - below)
 * Choose 6 experiential education activities we did and explain how you will use them with your students (ie. classroom management, content knowledge, activity time, advisor/advisee) (understanding 5 - below) ||

//**What understandings/goals will be assessed through this task?**// **(G)** Principles into curriculum (classroom/school culture) || MLR's Guiding Principle(s) that is met through the understanding || 1. Understand that character education is connected to the learning success of all students. Task: Research, Char Ed Curriculum 2. Understand that character education is developing positive traits in students. Task: Presentations, Char Ed Curriculum 3. Understand that character education is the focus of the Maine Learning Results’ Guiding Principles – the desired outcomes of the Maine Learning Results. Task: Research, Reflections, Char Ed Curriculum 4. Understand that social and emotional learning of students along with character education is integrated into a curriculum. Task: Research, Reflections 5. Understand that character education programs are designed based on essential values. || //A Responsible and Involved Citizen A Clear and Effective Communicator//
 * Understanding that is used to integrate MLR's Guiding
 * Task: Reflections, Observations, Research

//A Self-Directed and Life-Long Learner

A Collaborative and Quality Worker

A Creative and Practical Problem Solver

An Integrative and Informed Thinker// ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?

- making character education relevant || - connection Character Education learning to students' traits || - rigor, relevance, relationships framework for curriculum design || - essential values in society ||
 * 1. - differentiated learning
 * 2. - positive character traits
 * 3. - MLR's Guiding Principles and what there intention is ||
 * 4. - social and emotional learning vs. character education
 * 5. - goal of character education in education


 * //**Through what authentic performance task will students demonstrate understandings?**// || //Task Description:// (T) ||
 * <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">1. After reading instructor selected articles, chapters, etc., you will reflect on character education practices. These reflections should benefit the goals you have set for the students in your classroom and support your school's vision when it comes to educating for character. You will be asked to participate in discussions about the readings. Your involvement in experiential education activities will provide you with tools to design differentiated instruction in the classroom and support your application of experiential learning. Discussions of the readings and engagement in experiential activities will be observed. The reflections, discussions, and active engagement will create a foundation for your curriculum design and research direction.

2. Character Education is something that you see as necessary in your instruction and school culture. Through your research about character education, you will develop a character education curriculum that you can implement in your classroom and supports your school’s vision. Your goal is to develop a curriculum that meets the goals you have for your classroom and of your school's vision, and effectively communicate your ideas to those that would be involved in this program implementation. You will actively implement the character education curriculum in the beginning of the school year and then share that experience with participants in the course through a 3 - 5 minute movie in late October.

3. Since the MLR's drive instruction and the Guiding Principles are the desired outcomes of the MLR's, your goal is to include the Guiding Principles into your character education curriculum's intent. Include specifically what the intention of each principle is (in your own understanding) and how it will be "assessed" in your curriculum. Be sure to highlight the Guiding Principles in your presentation to the class and your colleagues so others can see the relationship to your curriculum's intended results.

4. After you have completed your reflections, you are going to review them and select 5 major "ah ha's." Your task will then be to produce a visual product that shows a connection between the goals set for the students in your classroom, your school's vision, current character education practices, philosophies, and research. This visual can use any media.

5. Choose 6 experiential education activities that we did - (1) Explain how you will use them in your teaching practices. (2) How does your research support your decisions? (3) How do your reading reflections relate to your choice of activities? Post the 6 activities and the above explanation/questions in a technology tool so others can utilize in the future. Include pictures/graphics, variations, ages, group sizes, intended populations, and setting(s). ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Product || Type of Presentation ||
 * 1. Written reflections

1. Observations

2. Character Education Curriculum

2a. Powerpoint Presentation (interactive)

2b. movie (ie. imovie) 3. Integrate MLR's Guiding Principles

4. Visual of "ah has"

5. Integrating Experiential Activities || <span style="font-size: 10pt; color: red; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Written reflections should be 1 - 2 pages double-spaced and emailed to the instructor.

Discussions and participation in experiential education activities. Students need to be actively engaged to a level that it is apparent that they are contributing to ideas and outcomes. <span style="font-size: 10pt; color: blue; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

The Character Education Curriculum design with written explanation of curriculum with reference to character education research (at least 10 pages).

The above explanation is then modified into an interactive digital presentation that will be presented to class participants for feedback, and then presented to colleagues so they "learn through active learning" of the character education curriculum. Participants will provide a reflection of the presentation that was give to colleagues.

Create a 3 - 5 minute movie highlighting the character education curriculum integration that could be shared with a character education organization or another school interested in a character education program in their school. <span style="font-size: 10pt; color: green; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> <span style="font-size: 10pt; color: green; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> In addition to the character education curriculum, participants provide a 2 paragraph explanation of their own understanding of each MLR Guiding Principle and how that Guiding Principle will be addressed in the character education curriculum. This explanation will then be supported by the curriculum's design. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 10pt; color: purple; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Select 5 major "ah has" in the written reflections and create a visual product that makes a connection between classroom goals, your school's vision, and current character education practices, philosophies, and research. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">

Pick 6 Experiential Activities - post to a technology tool (blog, wiki) - explain application to a differentiated classroom. Include directions to run activity, variations, intended populations, group sizes, setting(s), ages, pictures/graphics. ||

//**By what criteria will student products/performances be evaluated?**//


 * [|Character Education Curriculum Integration Movie Rubric] **


 * [|Character Education Curriculum Presentation]

2004 ASCD and Grant Wiggins and Jay McTighe**