Save Link Assignment Field Experience C: Higher-Order Thinking Interview
Details:Allocate at least 2 hours in the field to support this field experience.Discuss higher-order thinking teaching strategies currently being used with your mentor teacher and/or the school administrator. Consider the following:1. Types of prompts/activities/questions that stimulate discussions.2. Examples of lessons that promote creative and innovative thinking using technology and working collaboratively.Once you have completed your field experience, summarize your discussion with your mentor teacher in 250-500 words, about higher-order thinking strategies being used at your school. Provide detailed examples of the methods discussed and specific lessons that exhibit current teaching practice that incorporates effective use of technology. Add to your notebook as necessary. APA format is required, and solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
RUBRIC Field Experience C: Higher-Order Thinking Interview 1No Submission0.00% 2Insufficient69.00% 3Approaching74.00% 4Acceptable87.00% 5Target100.00%100.0 %Criteria 25.0 %Summary: Higher-Order Thinking Strategies Used in School No submission Summary does not describe higher-order thinking strategies currently used in the school. Summary inadequately describes higher-order thinking strategies currently used in the school. Summary clearly describes higher-order thinking strategies currently used in the school. Summary skillfully and concisely describes higher-order thinking strategies currently used in the school. 25.0 %Summary: Types of Prompts, Activities and Questions that Stimulate Discussion No submission Summary does not describe types of prompts, activities, and questions that stimulated discussion in the classroom. Summary inadequately describes types of prompts, activities and questions that stimulated discussion in the classroom. Summary clearly describes types of prompts, activities, and questions that stimulated discussion in the classroom. Summary skillfully and concisely describes types of prompts, activities, and questions that stimulated discussion in the classroom. 25.0 %Summary: Examples of Lessons Promoting Thinking Using Technology and Collaboration No submission Summary does not provide examples of lessons that promote creative and innovative thinking using technology and working collaboratively. Summary inadequately provides examples of lessons that promote creative and innovative thinking using technology and working collaboratively. Summary clearly provides examples of lessons that promote creative and innovative thinking using technology and working collaboratively. Summary skillfully and concisely provides examples of lessons that promote creative and innovative thinking using technology and working collaboratively. 10.0 %Organization No submission Statement of purpose is not justified by the conclusion. Argument is illogical. Conclusion does not support the claims made. Purpose statement is vague, and claims do not thoroughly support it. Argument and conclusion are orderly but present unconvincing justification of claims. Purpose statement and conclusion are clear. Argument shows logical progression. There is a smooth progression of claims from introduction to conclusion. Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner. 15.0 %Mechanics No submission Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language. Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. 100 %Total Weightage