Module 4: A Mindful Classroom is Responsive and Differentiates Authentic Task #2: Creating Mindfulness Classroom Routines to Support Differentiation

August 8, 2023August 8, 2023 Discipline: Education

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Posted Thu Apr 13, 2023 at 10:51 am

Grading Scale
Identifying Needs
4

Exceeds Expectations

Learner gives several examples of ways they must differentiate and be responsive to support students and describes in great detail which of these needs is most urgent and in need of support.

Learner also gives several specific examples of ways they are successful and struggle differentiating and being responsive and include several specific examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.
3

Meets Expectations

Learner gives examples of ways they must differentiate and be responsive to support students and describes in some detail which of these needs is most urgent and in need of support.

Learner also gives some specific examples of ways they are successful and struggle differentiating and being responsive and include some specific examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.
2

Approaching Expectations

Learner gives few examples of ways they must differentiate and be responsive to support students and describes with little detail which of these needs is most urgent and in need of support.

Learner also gives examples of ways they are successful and struggle differentiating and being responsive and include examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.
1

Does Not Meet Expectations

Learner gives few examples and speaks generally of ways they must differentiate and be responsive to support students and describes with little detail which of these needs is most urgent and in need of support.

Learner gives brief or general examples of ways they are successful and struggle differentiating and being responsive and briefly or vaguely give examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.
Selecting a Practice
4

Learner gives several, specific examples of practices they can use to differentiate and be more responsive

Learner identifies and describes a strategy they wish to implement and describes in great detail how this strategy supports in differentiating instruction and being responsive.
3

Learner gives specific examples of practices they can use to differentiate and be more responsive

Learner identifies and describes a strategy they wish to implement and describes in some detail how this strategy supports in differentiating instruction and being responsive.
2

Learner gives few examples of practices they can use to differentiate and be more responsive

Learner identifies and describes a strategy they wish to implement and describes with few details how this strategy supports in differentiating instruction and being responsive.
1

Learner gives few examples and speaks generally about practices they can use to differentiate and be more responsive

Learner identifies and describes a strategy they wish to implement but describes with little or no detail how this strategy supports in differentiating instruction and being responsive.
Practical Application
4

Learner gives several specific and in-depth examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.

Learner describes in great detail several unexpected scenarios when the identified practice can support students in the moment.
3

Learner gives several specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.

Learner describes in some detail and offers unexpected scenarios when the identified practice can support students in the moment.
2

Learner gives few specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.

Learner describes with few details and offers an unexpected scenario when the identified practice can support students in the moment.
1

Learner has difficulty giving examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.

Learner has difficulty describing and offering unexpected scenarios when the identified practice can support students in the moment.

Authentic Task #2: CREATING MINDFULNESS CLASSROOM ROUTINES TO SUPPORT DIFFERENTIATION AND RESPONSIVENESS  


Appraise the students you serve and the ways you have to differentiate and must be responsive to meet their needs. Assess and describe your students’ needs, ways you currently differentiate and are responsive to their needs, as well as ways you could use support differentiating and/ or being responsive. Include how underlying and institutional beliefs, norms, practices, and assumptions limit or support you in differentiating and being responsive to students’ needs. Develop a practical, effective, and sustainable way to use mindfulness activities to support you in your areas of growth. For this assignment, complete the following:


Identifying needs:

  • Appraise the ways your students need differentiation. Do they need you to differentiate content, process, or product?

  • Analyze the ways you must be flexible and responsive to support your students. Determine what strategies you currently use to be responsive and support students. For example, do your students need support transitioning from activities? How do you support them?

  • Assess in what ways are you successful and in what ways you struggle in differentiating and being responsive? Include how underlying and institutional beliefs, norms, practices, and assumptions limit or support you in differentiating and being responsive to students’ needs. Which of these areas feels the most urgent to develop in your classroom and why?


Selecting a practice:

  • Review the sample practices from module 4. Which practice(s) can support you and your students in developing one of the key skills in part one? 

  • Identify one or more strategies you think most tangibly supports the areas you wish to develop. 

  • Describe and appraise how these strategies can support the development of the most important skill you identified in part one.


Practical applications

  • Design and describe the strategies, activities, or routines you could use to integrate this identified practice into the classroom.

  • Appraise times throughout the day, week, or school year that this practice could be most applicable or supportive. 

  • Consider and describe one or more unexpected circumstances when this identified practice could support your students in the moment.









RUBRIC: CREATING MINDFULNESS CLASSROOM STRATEGIES TO SUPPORT DIFFERENTIATION AND TEACHER RESPONSIVENESS

Criteria

Exceeds Expectations

Meets Expectations

Approaching Expectations

Does not Meet Expectations

Identifying Needs

Learner gives several examples of ways they must differentiate and be responsive to support students and describes in great detail which of these needs is most urgent and in need of support.


Learner also gives several specific examples of ways they are successful and struggle differentiating and being responsive and include several specific examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.

Learner gives examples of ways they must differentiate and be responsive to support students and describes in some detail which of these needs is most urgent and in need of support.


Learner also gives some specific examples of ways they are successful and struggle differentiating and being responsive and include some specific examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.

Learner gives few examples of ways they must differentiate and be responsive to support students and describes with little detail which of these needs is most urgent and in need of support.


Learner also gives examples of ways they are successful and struggle differentiating and being responsive and include examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.

Learner gives few examples and speaks generally of ways they must differentiate and be responsive to support students and describes with little detail which of these needs is most urgent and in need of support.


Learner gives brief or general examples of ways they are successful and struggle differentiating and being responsive and briefly or vaguely give examples of how underlying and institutional beliefs, norms, practices, and assumptions limit or support them in differentiating and being responsive to students’ needs.

Selecting a Practice

Learner gives several, specific examples of practices they can use to differentiate and be more responsive


Learner identifies and describes a strategy they wish to implement and describes in great detail how this strategy supports in differentiating instruction and being responsive.

Learner gives specific examples of practices they can use to differentiate and be more responsive

 

Learner identifies and describes a strategy they wish to implement and describes in some detail how this strategy supports in differentiating instruction and being responsive.

Learner gives few examples of practices they can use to differentiate and be more responsive


Learner identifies and describes a strategy they wish to implement and describes with few details how this strategy supports in differentiating instruction and being responsive.

Learner gives few examples and speaks generally about practices they can use to differentiate and be more responsive


Learner identifies and describes a strategy they wish to implement but describes with little or no detail how this strategy supports in differentiating instruction and being responsive.

Practical Application

Learner gives several specific and in-depth examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.


Learner describes in great detail several unexpected scenarios when the identified practice can support students in the moment.

Learner gives several specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.


Learner describes in some detail and offers unexpected scenarios when the identified practice can support students in the moment.

Learner gives few specific examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.



Learner describes with few details and offers an unexpected scenario when the identified practice can support students in the moment.

Learner has difficulty giving examples of strategies, activities, or routines they can use to integrate the identified practice into their classroom routines.


Learner has difficulty describing and offering unexpected scenarios when the identified practice can support students in the moment.

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