QUESTIONS TO ANSWER: (and please use quotes from the texts to support answer)
Which aspects of your own and others’ philosophies would you like to focus on in your teaching?
What action steps will you take to bring these philosophies to life in your practice?
How will enacting these chosen philosophies further your development as a reflective practitioner in relation to the CLOs?
How will you assess your growth and progress toward actualization of your personal philosophy of education?
What histories, philosophies, ideas, and theories of education that we learned about in this course are still present in schools, and which would you like to preserve in current educational practices?
How will enacting these philosophies, theories, and ideas further your development as a teacher in relation to the CLOs you discussed in Module 1? Assess your personal and professional growth since your initial philosophical reflections on these CLOs.
How does/should culturally-responsive pedagogy manifest in schools?
Who are you as a student and teacher? How have you come to know what you know about education and schooling? In what ways have your cultural identities and social experiences shaped your understanding of education and schooling?
Is American education moving in the right direction? How can you transform your ideas about education and schooling into praxis, advocacy, and action?
FORMAT:
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time
worth 30% of your final grade.
please clearly arrange your final paper to follow the specific outline below, through which you very explicitly address each of the five CLOs, naming them and tying them to your own work and to at least three readings from this course for each CLO, with APA citations and references.
Organize your paper in this format and support your views/statements in each of the sections with evidence from the course texts to demonstrate that you’ve learned the ideas presented through the course:
I. Introduction (No text citations are required. You can write the introduction after you’ve written the main sections of the paper. There is no score for the Introduction and Conclusion sections, they just help to situate your Philosophy of Education within your own personal identity and experience and philosophical stances.
II. Reflexive Praxis (I continually and deliberately reflect on my practices in light of educational research, professional decisions, and pedagogical approaches.) [Cite ideas from at least three course texts. For example, in relation to Reflexive Praxis, go back and look at the texts from Dr. Geneva Gay and Dr. bel hooks back in Module 1, and also think about how you are aware of and reflect on your own teaching practice in light of educational research, professional ethics, and resources available for professional learning.]
III. Learner Centeredness (I create contexts for learning that are driven by evidence-based principles of diversity, difference, inclusion, and equity.) [Cite ideas from at least three course texts.]
IV. Discipline Knowledge and Skills (I apply knowledge, concepts, and strategies across domains to engage individuals and promote critical thinking and creativity.) [Cite ideas from at least three course texts.]
V. Professional Commitment to Action (I demonstrate attitudes, knowledge, skills, and professional ethics that contribute to the success and well-being of all individuals.) [Cite ideas from at least three course texts.]
VI. Data Literacy and Research (I evaluate, plan, select, and implement appropriate formative and summative assessments–including those that are technology-based–to monitor individuals’ understanding, behavior, and progress.) [Cite ideas from at least three course texts.]
VII. Conclusion
I will give you careful feedback on your draft and it will be in line with the rubric.
Please let me know your questions. Here is the rubric:
Criteria
3 Advanced
2 Proficient
1 Basic
Points
Reflexive Praxis
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Reflexive Praxis CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Reflexive Praxis CLO is vague or ambiguous and lacks clear connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Learner Centeredness
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Learner Centeredness CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Learner Centeredness CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made
Discipline Knowledge and Skills
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Discipline Knowledge and Skills CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Discipline Knowledge and Skills CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Professional Commitment to Action
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Professional Commitment to Action CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Professional Commitment to Action CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
Data Literacy and Research
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, with clear connections to course materials; argument is substantiated with references to 3-5 course materials; philosophical ideas and historical perspectives are analyzed and synthesized. Vision for the future implementation in practice is articulated with relevant examples.
Discussion of Data Literacy and Research CLO is written clearly, concisely, and logically, and makes some connections to course materials; argument is substantiated with references to 3 course materials; philosophical ideas and historical perspectives are analyzed. Vision for the future implementation in practice is articulated with some examples.
Discussion of Data Literacy and Research CLO is vague or ambiguous, connections to course materials; argument is substantiated with references to 2 course materials. No connections for the future implementation in practice are made.
APA Citations & References
All citations and references follow APA style.
Most citations and references follow APA style.Vision for the future implementation in practice is articulated with some examples.
APA style is inconsistent.
Grammar & Mechanics
Assignment contains 2 or fewer errors.
Assignment contains 3 – 5 errors.
Assignment contains 6 or more errors.
Timeliness
Paper is posted on time
Paper is not posted on time
