SarahAT

Samples of unit [|assessment timeline]. to current research, practices, and theories about character education. || Discussion. Create a list of character education topics that participant wants to research that's relevant to classroom goals and school vision. || Move into research mode for materials for character education integrated curriculum. || Know school's website. For some, will have a website for their or a professional website. || Design a technology tool such as a wiki. To be used throughout course to post projects and assignments. || Have a resource to acess when implementing character education curriculum. || of topics to research, have established classroom goals and themes of school's vision. || Research best practices in character education. Research is evident in character education curriculum. || Participants share curriculum with peers and classmates. Research is shared with classmates and noted in written document of curriculum. || teach, what they assess for, and qualities desired in their students. || Learn the Rigor, Relevance, Relationships Framework through reading, lecture, and discussion. Use the Communication Skills curriculum of TLS to apply the RRR Framework. || Apply the RRR Framework to the Communication Skills curriculum - to be eventually used by TLS staff. || experiential education. || Participate in experiential learning initiatives that come from the TLS curriculum, Project Adventure, and other sources. || Integrate initiatives into character education curriculum and expand on 6 initiatives to be posted to technology tool for others to access. || character education. Participants have learned and used the RRR Framwork. Participants have done experiential learning initiatives. || Collected research, analyzed classroom goals and school vision, collaborated with class participants on the RRR Framework, and participated in experiential learning initiatives. || Produced a character education curriculum that will be integrated into the classroom and the integration will be shared with classmates. ||
 * Assessment Timeline **
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * Participants read articles that relate
 * Participants bring laptop to class.
 * Participants have developed a list
 * Participants brainstorm topics they
 * Participants have an interest in
 * Participants have research

Curriculum || Participants develop a character education curriculum that will be integrated into their classroom that is aligned with MLR Guiding Principles, Classroom goals, and Themes of school's vision. || summative || Quantitative || 50 points || and current research readings' reflections || Participants will make connections to their current practices and thoughts. Participants will discuss the readings as well to gain further insight. Participants will go back to these reflections and analyze an "ah ha" moment. || both || Quantitative || 20 points || Curriculum || Participants will create a 3 - 5 minute movie that will be posted to their classroom website and/or school website, and perhaps a character education website. Participants will create a digital presentation of their curriculum to be shown to class participants and peers. || summative || Qualitative || 15 points || application of discussions and experiential education initiatives || Participants will be asked to fully participate. The activities of the course will engage participants in such a way. Level of participation will be documented by the instructor. || formative || Both || 15 points ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/ Summative** || **Qualitative/ Quantitative** || **Value** ||
 * Character Education
 * Assigned best practices
 * Presentation of
 * Participation in and