Overview
A request from the PR DirectorTHIS PAPER NEEDS TO BE 100 PERCENT HUMAN WRITTEN, MAKE SURE YOU UPLOAD THE AI AND PLAGIARISM REPORT
As if your own job in the central office is not burdensome enough, the Director of Public Relations has a new task for you. She plans to prepare a lengthy article for the local newspapers in which she will defend certain approaches being used in the district. Because you are familiar with all of them, she wants your input. You know that teachers are using best practices and achieving measurable results with several strategies and programs. Generate a document that provides a rationale for each of the components below and provide examples of how teachers are utilizing (or could be) them:
- critical thinking components in all lesson plans and units
- classroom environments that foster creativity
- a character education approach that is directly linked to the culture of the classroom and the school
- teacher accountability and the standards-based curriculum
- teaching skillfully (See Chapter 18) and thinking skillfully (See Chapter 20)
Use the following headings for the five sections of this work:
- Critical Thinking
- Creative Classroom Environments
- Character Education
- Teacher Accountability
- Thinking-based Teaching and Learning
- Please note that this paper should be 5-7 pages in length and not exceed 2500 words (excluding cover sheet, references and rubric.) Each heading should be centered and bold face.
Your paper should exhibit content from the following:
1. The reading in the text (emphasizing but not limited to Part One).
2. Accurately cite and reference at minimum, four peer-reviewed sources.
3. It should exemplify skillful writing, clarity, and strict adherence to APA guidelines.
4. Be sure that you provide a clear rationale for each of the five bulleted items.
Assignment 3 Grading Rubric | |||||
Criteria | Excellent | Good | Fair | Unsatisfactory | Points |
Critical thinking components in all lesson plans and units. | The rationale for using the critical thinking components in lessons and units is clearly articulated and described. Many appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for using the critical thinking components in lessons and units is articulated and described. Several appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for using the critical thinking components in lessons and units is somewhat articulated and described. A few examples are provided for the PR director. At least two references are integrated and used appropriately to support your position. | The rationale for using the critical thinking components in lessons is not articulated or described. No examples are provided for the PR director. No references are integrated and used to support your position. | /20 |
Classroom environments that foster creativity. | The rationale for having classroom environments that foster creativity is clearly articulated and described. Many appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for having classroom environments that foster creativity is articulated and described. Several appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for having classroom environments that foster creativity is somewhat articulated and described. A few examples are provided for the PR director. At least two references are integrated to support your position. | The rationale for having classroom environments that foster creativity is not articulated or described. No examples are provided for the PR director. No references are integrated and used appropriately to support your position. | /20 |
A character education approach that is directly linked to the culture of the classroom and the school. | The rationale for a character education approach that is directly linked to the culture of the classroom and the school is clearly articulated and described. Many appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for a character education approach that is directly linked to the culture of the classroom and the school is articulated and described. Some appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for a character education approach that is directly linked to the culture of the classroom and the school is somewhat stated and described. A few appropriate examples are provided for the PR director. At least two references are integrated and used appropriately to support your position. | The rationale for a character education approach that is directly linked to the culture of the classroom and the school is not articulated or described. No appropriate examples are provided for the PR director. References are not integrated or used appropriately to support your position. | /20 |
Teacher accountability and the standards-based curriculum. | The rationale for teacher accountability and the standards-based curriculum is clearly articulated and described. Many appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for teacher accountability and the standards-based curriculum is articulated and described. Some appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for teacher accountability and the standards-based curriculum is somewhat articulated and described. A few appropriate examples are provided for the PR director. At least two references are integrated and used appropriately to support your position. | The rationale for teacher accountability and the standards-based curriculum is not articulated and described. No appropriate examples are provided for the PR director. No references are integrated or used appropriately to support your position. | /20 |
Thinking-based teaching and learning. | The rationale for thinking-based teaching and learning curriculum is clearly articulated and described. Many appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for thinking-based teaching and learning curriculum is articulated and described. Some appropriate examples are provided for the PR director. References are integrated and used appropriately to support your position. | The rationale for thinking-based teaching and learning curriculum is somewhat articulated and described. A few appropriate examples are provided for the PR director. At least two references are integrated and used appropriately to support your position. | The rationale for thinking-based teaching and learning curriculum is not articulated or described. No appropriate examples are provided for the PR director. No references are integrated or used appropriately to support your position. | /20 |
APA style and writing quality (See below in the syllabus for the writing style of rubric.) | Student’s work completely conforms to the expectations outlined in the syllabus writing rubric. | Student’s work mostly conforms to the expectations outlined in the syllabus writing rubric. | Student’s work somewhat conforms to the expectations outlined in the syllabus writing rubric. | Student’s work does not conform to the expectations outlined in the syllabus writing rubric. | 10 |