Unit cover page
•
0 likes•116 views
This unit was designed by four educators to teach Taiwanese students about American icons in music, acting, sports, and politics. The unit will examine the characteristics that define icons and the relationship between icons and culture. Students will compare American icons to icons from Taiwan to analyze similarities and differences between the two cultures. The unit status shows it has completed templates, performance tasks, rubrics, and lists materials and accommodations for a draft that has been peer reviewed.
Report
Share
Report
Share
Download to read offline
Recommended
Unit cover page
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Big6 Instructional unit planning guide
This document outlines an instructional unit planning guide using the Big6 model. It provides sections for defining content standards, skills, tasks, timelines, source evaluation, note taking, skills instruction, project synthesis, and assessment. Teachers and librarians will collaborate to introduce tasks, locate sources, teach skills, and develop final products and evaluations. Students will work individually or in groups to research topics, take notes, synthesize information, and present results in various formats with proper citations.
Big6 instructional unit planning guide 3-12
This document outlines an instructional unit planning guide using the Big6 model. It provides prompts for teachers and librarians to plan each of the six Big6 steps: 1) defining the task, 2) strategies for seeking information, 3) locating and accessing sources, 4) using information gathered, 5) synthesizing information into a final product, and 6) evaluating the final product and process. For each step, it prompts planning who will introduce skills, how students will be grouped, sources to be used, time needed, and which teacher or librarian will cover certain skills. The overall purpose is to collaboratively plan an instructional research unit from defining the task to student evaluation.
Fs3 Portfolio Guide
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
Recommended
Unit cover page
This unit was designed by Torie Montgomery, Tiffany Bennington, Tina Yates, and Allison Hacker to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of American icons and compare them to Taiwanese icons to determine the similarities and differences between cultural icons. The unit template includes stages 1 through 3, performance task blueprints, rubrics, directions, materials, accommodations, and extensions. The status of the unit design is noted.
Stage 1
1. The document outlines learning objectives for a unit on national icons.
2. Students will learn about icons from different countries, how they represent and shape culture, and how icons affect perceptions of a nation.
3. Key skills include researching icons, communicating findings using technology, and working collaboratively.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students should understand how icons represent and shape culture over time. They will consider questions about what makes someone an icon and how icons affect views of a nation. Students will learn about vocabulary, facts, attributes, and impacts of specific icons and be able to conduct research and communicate their findings using technology.
Unit cover page
This unit is designed to teach Taiwanese adult students about several iconic Americans in the fields of music, acting, sports, and politics. The unit will examine the characteristics of different American icons to understand what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit was designed by four educators and provides information on the stages of instruction, performance tasks, rubrics, resources, accommodations, and extensions.
Unit cover page
This unit is designed to teach Taiwanese students about American icons from music, acting, sports, and politics. The unit will examine the characteristics of several iconic Americans to determine what comprises an American icon. Students will then compare American icons to Taiwanese icons, analyzing the similarities and differences between icons in the two cultures. The unit materials include performance tasks, rubrics, directions for students and teachers, and lists of required resources.
Big6 Instructional unit planning guide
This document outlines an instructional unit planning guide using the Big6 model. It provides sections for defining content standards, skills, tasks, timelines, source evaluation, note taking, skills instruction, project synthesis, and assessment. Teachers and librarians will collaborate to introduce tasks, locate sources, teach skills, and develop final products and evaluations. Students will work individually or in groups to research topics, take notes, synthesize information, and present results in various formats with proper citations.
Big6 instructional unit planning guide 3-12
This document outlines an instructional unit planning guide using the Big6 model. It provides prompts for teachers and librarians to plan each of the six Big6 steps: 1) defining the task, 2) strategies for seeking information, 3) locating and accessing sources, 4) using information gathered, 5) synthesizing information into a final product, and 6) evaluating the final product and process. For each step, it prompts planning who will introduce skills, how students will be grouped, sources to be used, time needed, and which teacher or librarian will cover certain skills. The overall purpose is to collaboratively plan an instructional research unit from defining the task to student evaluation.
Fs3 Portfolio Guide
This document contains observations from a student's visit to their school's learning resource center. It includes sections for the student to document what resources are available in the center, how they are organized and stored, and guidelines for users. The student also analyzes the strengths and weaknesses of the center and provides suggestions for improvement. They reflect on which resources interested them most and which they need to learn more about.
Nicole Norris - UDL walk through formative assessment tool 1
This document is a walk-through assessment tool used to evaluate evidence of Universal Design for Learning (UDL) principles in a classroom. It contains sections to observe and note whether students are provided choices, scaffolds, and clear expectations, the classroom environment eliminates barriers and supports the learning activity, and curricular materials and tools are offered in flexible formats to support diverse learners.
Library collaborative planning worksheet
The library collaborative planning worksheet is used by teachers and librarians to plan lessons and projects involving the library. It prompts them to identify the date, subject, description, objectives, teacher and librarian responsibilities, assessment, technology needs, and any special student needs for the collaboration. The form helps teachers and librarians effectively coordinate their roles to incorporate the library into the classroom lesson or project.
Unit 2 summative assessment checklist
This document contains a checklist for a student's unit 2 summative assessment project. The checklist includes 8 criteria for the project: choosing a technological object to write about, investigating 5 sections for information, taking 10 notes on each section, drafting an essay using class materials, revising the draft, completing editing, including a title page, essay and reference page in the published project, and using APA style to cite 4 expert sources on the reference page. The teacher will use this checklist to score whether the student completed each of the 8 criteria for their project.
Curriculum Map for Practical Research in Senior High School
This curriculum map outlines a research methods course covering quantitative research. The learning content includes quantitative research definitions, types, purposes and goals. Students will learn to understand characteristics of quantitative research, importance across fields, variables, and research topics. Performance standards have students deciding on suitable quantitative research, formulating clear research problems, conceptual frameworks and defining study terms. Learning activities include group work, quizzes and research projects. Students will create their research problem and write the first two chapters of their research paper. Christian formation standards explore ethics in research and importance of integrity, honesty and accountability.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Digital story project descriptio2
This digital story project aims to create an instructional video for 8th graders about changing states of matter. The 1-2 minute video will demonstrate and explain the molecular motion differences between solids, liquids, and gases. It will start with an overview of the three states of matter and then show visually how the molecular makeup and movement changes from solid to liquid to gas. Resources needed include images or drawings depicting the molecular structure of each state of matter.
PPA Loneck final
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
B4 t3 ana_vela
This document provides a form for observing a classroom teaching session and evaluating various aspects of instruction. It includes a rubric for rating the instructor on delivery, organization, time management, subject material handling, learning outcomes promotion, student interaction, enthusiasm, and board presentation. Observers are asked to provide numeric ratings from 0-10 in these categories based on descriptors of poor, fair, good, and excellent performance. The form also prompts the observer to write a review of the class noting their ratings and comments in the listed areas. A second document provides a similar form for reviewing course instructional materials like the syllabus, schedule, and assessment measures. Observers are asked to comment on whether these materials meet standards for content and organization.
B4 t3 ana_vela
This document provides a form for observing a faculty member's classroom teaching and reviewing instructional materials. The classroom observation form rates the instructor on delivery, organization, time management, subject material handling, learning outcomes, student interaction, enthusiasm, and board presentation on a scale of 0-10. The reviewer is asked to write a review of the class noting these areas.
The instructional materials review form asks the reviewer to comment on the course syllabus, schedule, and assessment measures. It provides guidance that the syllabus should include instructor contact information, course details, materials, objectives, evaluation methods, policies, and disability statement. The schedule should provide approximate due dates and one major evaluation before the drop date. Sample assessments should address
A Critical Thinking Analysis (Analyzing the Logic of the Article.docx
This document provides instructions and a template for students to complete a critical thinking analysis of an article for a sociology class. It includes sections for an abstract, introduction, summary, conclusion, and references. Students are asked to address the author's purpose, key questions, methods, important information, results, inferences, and implications. It also includes a checklist to ensure all requirements are met for the assignment.
FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
B4_A3_Jorge_Ordoñez
This document is a peer observation form used to evaluate a classroom teacher. It contains sections to assess the focus on curriculum, instruction, learners, classroom environment, and differentiation of instruction. The observer rates elements like the learning objective, instructional practices, grouping format, student engagement, materials used, and evidence of responding to different learning needs.
Field study 4: Exploring The Curriculum
This document appears to be from a curriculum exploration course. It provides instructions and templates for students to observe various aspects of a school's curriculum, including interactions between students and teachers, classroom dialogues, the learning environment and resources, and alignment of objectives, strategies and assessments. The student is asked to observe these elements, take notes, analyze what they observed in short essay responses, and reflect on their experience overall.
T malcolm corrected-campus website
This document provides instructions for an activity where a student named Tiffany Malcolm uses her campus website and college catalog to find various types of information. The activity has Tiffany locate information like important dates, degree programs, campus events, financial assistance, and student organizations from the website. It also has her look up course descriptions, scholarships/loans, and definitions of academic terms in the college catalog. Finally, the activity asks Tiffany to visit different campus resources like the bookstore, library, career services office, and more to identify the materials and services available at each location. The document guides Tiffany through a thorough exploration of the resources and information available on her college campus.
Critical Analysis of Research Article (Team Assignment)· ·.docx
Critical Analysis of Research Article (Team Assignment)
·
· Due Jan 11
Read the article provided by your instructor, and discuss it with your Learning Team. Discuss the research question posed, the authors' hypotheses, the research methodology, and the statistical concepts used. Consider the implications of the study. How did the authors interpret the results? Discuss the meaning and importance of the study.
Create a list of questions for those areas you know little about, and save these questions for discussion in the classroom. Include statistical questions, concepts, terminology, or anything that may be confusing to you.
Complete the Research Evaluation Form provided. The completed form--one per Learning Team--and the list of questions are due this week.
Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
1
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________.
26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
26 | Lab #1 Performing Reconnaissance and Probing Using Common Tools
Lab #1 – Assessment Worksheet
Performing Reconnaissance and Probing Using Common Tools
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you explored the common tools available in the virtual lab environment. You
used Wireshark to capture and analyze network traffic and OpenVAS to scan the
network. You reviewed a sample collection of data using NetWitness Investigator,
connected to a remote Windows machine, and explored two file transfer applications,
FileZilla and Tftpd64. You used PuTTY to connect to a Linux machine and ran several
Cisco commands to display statistics for the network interfaces. Finally, you used
Zenmap to perform a scan of the network and created a network topology chart.
Lab Assessment Questions & Answers
1. Name at least five applications and tools used in the lab.
2. What is promiscuous mode?
3. How does Wireshark differ from NetWitness Investigator?
4. Why is it important to select the student interface in the Wireshark?
5. What is the command line syntax for running an Intense Scan with Zenmap on a
target subnet of 172.30.0.0/24?
6. Name at least five different scans that may be performed with Zenmap.
27
Copyright © 2014 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
7. How many different tests (i.e., scripts) did your Intense Scan perform?
8. Based on your interpretation of the Intense Scan, describe the purpose/results of each
tests script performed during the report.
9. How many total IP hosts did Zenmap find on the network?
52 | Lab #2 Performing a Vulnerability Assessment
Lab #2 – Assessment Worksheet
Performing a Vulnerability Assessment
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you used Nmap commands within the Zenmap application to scan the virtual network
and identify the devices on the network and the operating systems and services running on them.
You also used OpenVAS to conduct a vulnerability assessment and record the high risk
vulnerabilities identified by the tool. Finally, you used the information you gathered from the
report to discover mitigations for those risks and make mitigation recommendations based on
your findings.
Lab Assessment Questions & An ...
History lesson plan template
This document outlines a lesson plan template for a history lesson. It includes sections for situational analysis of learners, the lesson aim and outcomes based on the CAPS document, learning content presented in three phases of introduction, engagement and summary, teaching strategies and resources, forms of assessment including baseline, diagnostic, formative, and tools like checklists and rubrics, and concludes with a summary and integration section involving questions, activities and homework. The template provides guidance for teachers to develop comprehensive lesson plans addressing learner demographics, curriculum objectives, content delivery, assessment approaches, and lesson conclusion.
Ela unit planningtemplate
Simplified template to ensure all modifications/adoptions to the NYS Module planning still thoroughly fulfills the criteria of the Tri-Sate Rubric.
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Lesson 4 Tools of the trade
The document discusses tools and resources for teaching a lesson on circles, chords, arcs, and central angles. It recommends using books, a projector, laptop, blackboard, compass, protractor, and colored paper cutouts to engage visual and hands-on learners. A PowerPoint presentation showing 3D objects would help students understand properties and functions. Students would make their own cutouts to apply the concepts through activities. The teacher requires technological, pedagogical, and content knowledge to effectively deliver the lesson using different strategies, activities, and assignments catering to diverse learners.
Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
More Related Content
Similar to Unit cover page
Nicole Norris - UDL walk through formative assessment tool 1
This document is a walk-through assessment tool used to evaluate evidence of Universal Design for Learning (UDL) principles in a classroom. It contains sections to observe and note whether students are provided choices, scaffolds, and clear expectations, the classroom environment eliminates barriers and supports the learning activity, and curricular materials and tools are offered in flexible formats to support diverse learners.
Library collaborative planning worksheet
The library collaborative planning worksheet is used by teachers and librarians to plan lessons and projects involving the library. It prompts them to identify the date, subject, description, objectives, teacher and librarian responsibilities, assessment, technology needs, and any special student needs for the collaboration. The form helps teachers and librarians effectively coordinate their roles to incorporate the library into the classroom lesson or project.
Unit 2 summative assessment checklist
This document contains a checklist for a student's unit 2 summative assessment project. The checklist includes 8 criteria for the project: choosing a technological object to write about, investigating 5 sections for information, taking 10 notes on each section, drafting an essay using class materials, revising the draft, completing editing, including a title page, essay and reference page in the published project, and using APA style to cite 4 expert sources on the reference page. The teacher will use this checklist to score whether the student completed each of the 8 criteria for their project.
Curriculum Map for Practical Research in Senior High School
This curriculum map outlines a research methods course covering quantitative research. The learning content includes quantitative research definitions, types, purposes and goals. Students will learn to understand characteristics of quantitative research, importance across fields, variables, and research topics. Performance standards have students deciding on suitable quantitative research, formulating clear research problems, conceptual frameworks and defining study terms. Learning activities include group work, quizzes and research projects. Students will create their research problem and write the first two chapters of their research paper. Christian formation standards explore ethics in research and importance of integrity, honesty and accountability.
Unit cover page
This unit will teach Taiwanese students about American icons from music, acting, sports, and politics. It will examine the characteristics of each icon to identify common attributes and explore the relationship between icons and culture. Students will then compare American icons to Taiwanese icons, analyzing similarities and differences between the two cultures.
Digital story project descriptio2
This digital story project aims to create an instructional video for 8th graders about changing states of matter. The 1-2 minute video will demonstrate and explain the molecular motion differences between solids, liquids, and gases. It will start with an overview of the three states of matter and then show visually how the molecular makeup and movement changes from solid to liquid to gas. Resources needed include images or drawings depicting the molecular structure of each state of matter.
PPA Loneck final
This document summarizes a teacher candidate's evidence for meeting Standard B, which involves delivering effective instruction. Some key points:
1) The candidate clearly communicates learning objectives and relates new content to prior knowledge. Engaging introductory activities are used, like modeling word problems with a "lava crossing" scenario.
2) A variety of instructional techniques are employed, from direct instruction to group work and projects. The candidate demonstrates knowledge of math content and uses strategies like note-taking.
3) Homework and feedback are provided to further learning. Assessments include informal checks and formal evaluations to gauge progress toward objectives. Evaluation results are recorded to convey achievement levels.
B4 t3 ana_vela
This document provides a form for observing a classroom teaching session and evaluating various aspects of instruction. It includes a rubric for rating the instructor on delivery, organization, time management, subject material handling, learning outcomes promotion, student interaction, enthusiasm, and board presentation. Observers are asked to provide numeric ratings from 0-10 in these categories based on descriptors of poor, fair, good, and excellent performance. The form also prompts the observer to write a review of the class noting their ratings and comments in the listed areas. A second document provides a similar form for reviewing course instructional materials like the syllabus, schedule, and assessment measures. Observers are asked to comment on whether these materials meet standards for content and organization.
B4 t3 ana_vela
This document provides a form for observing a faculty member's classroom teaching and reviewing instructional materials. The classroom observation form rates the instructor on delivery, organization, time management, subject material handling, learning outcomes, student interaction, enthusiasm, and board presentation on a scale of 0-10. The reviewer is asked to write a review of the class noting these areas.
The instructional materials review form asks the reviewer to comment on the course syllabus, schedule, and assessment measures. It provides guidance that the syllabus should include instructor contact information, course details, materials, objectives, evaluation methods, policies, and disability statement. The schedule should provide approximate due dates and one major evaluation before the drop date. Sample assessments should address
A Critical Thinking Analysis (Analyzing the Logic of the Article.docx
This document provides instructions and a template for students to complete a critical thinking analysis of an article for a sociology class. It includes sections for an abstract, introduction, summary, conclusion, and references. Students are asked to address the author's purpose, key questions, methods, important information, results, inferences, and implications. It also includes a checklist to ensure all requirements are met for the assignment.
FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT
The document describes a field study activity involving technology in the learning environment. It provides instructions for students to visit a school's learning resource center, observe classroom teaching, and develop instructional materials. The goal is to help students gain competence in identifying appropriate educational resources and materials to support different learning tasks. Students are guided to observe facilities, interview staff, evaluate displays and lessons, and create their own teaching aids and presentations.
B4_A3_Jorge_Ordoñez
This document is a peer observation form used to evaluate a classroom teacher. It contains sections to assess the focus on curriculum, instruction, learners, classroom environment, and differentiation of instruction. The observer rates elements like the learning objective, instructional practices, grouping format, student engagement, materials used, and evidence of responding to different learning needs.
Field study 4: Exploring The Curriculum
This document appears to be from a curriculum exploration course. It provides instructions and templates for students to observe various aspects of a school's curriculum, including interactions between students and teachers, classroom dialogues, the learning environment and resources, and alignment of objectives, strategies and assessments. The student is asked to observe these elements, take notes, analyze what they observed in short essay responses, and reflect on their experience overall.
T malcolm corrected-campus website
This document provides instructions for an activity where a student named Tiffany Malcolm uses her campus website and college catalog to find various types of information. The activity has Tiffany locate information like important dates, degree programs, campus events, financial assistance, and student organizations from the website. It also has her look up course descriptions, scholarships/loans, and definitions of academic terms in the college catalog. Finally, the activity asks Tiffany to visit different campus resources like the bookstore, library, career services office, and more to identify the materials and services available at each location. The document guides Tiffany through a thorough exploration of the resources and information available on her college campus.
Critical Analysis of Research Article (Team Assignment)· ·.docx
Critical Analysis of Research Article (Team Assignment)
·
· Due Jan 11
Read the article provided by your instructor, and discuss it with your Learning Team. Discuss the research question posed, the authors' hypotheses, the research methodology, and the statistical concepts used. Consider the implications of the study. How did the authors interpret the results? Discuss the meaning and importance of the study.
Create a list of questions for those areas you know little about, and save these questions for discussion in the classroom. Include statistical questions, concepts, terminology, or anything that may be confusing to you.
Complete the Research Evaluation Form provided. The completed form--one per Learning Team--and the list of questions are due this week.
Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
1
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________.
26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
26 | Lab #1 Performing Reconnaissance and Probing Using Common Tools
Lab #1 – Assessment Worksheet
Performing Reconnaissance and Probing Using Common Tools
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you explored the common tools available in the virtual lab environment. You
used Wireshark to capture and analyze network traffic and OpenVAS to scan the
network. You reviewed a sample collection of data using NetWitness Investigator,
connected to a remote Windows machine, and explored two file transfer applications,
FileZilla and Tftpd64. You used PuTTY to connect to a Linux machine and ran several
Cisco commands to display statistics for the network interfaces. Finally, you used
Zenmap to perform a scan of the network and created a network topology chart.
Lab Assessment Questions & Answers
1. Name at least five applications and tools used in the lab.
2. What is promiscuous mode?
3. How does Wireshark differ from NetWitness Investigator?
4. Why is it important to select the student interface in the Wireshark?
5. What is the command line syntax for running an Intense Scan with Zenmap on a
target subnet of 172.30.0.0/24?
6. Name at least five different scans that may be performed with Zenmap.
27
Copyright © 2014 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
7. How many different tests (i.e., scripts) did your Intense Scan perform?
8. Based on your interpretation of the Intense Scan, describe the purpose/results of each
tests script performed during the report.
9. How many total IP hosts did Zenmap find on the network?
52 | Lab #2 Performing a Vulnerability Assessment
Lab #2 – Assessment Worksheet
Performing a Vulnerability Assessment
Course Name and Number: _____________________________________________________
Student Name: ________________________________________________________________
Instructor Name: ______________________________________________________________
Lab Due Date: ________________________________________________________________
Overview
In this lab, you used Nmap commands within the Zenmap application to scan the virtual network
and identify the devices on the network and the operating systems and services running on them.
You also used OpenVAS to conduct a vulnerability assessment and record the high risk
vulnerabilities identified by the tool. Finally, you used the information you gathered from the
report to discover mitigations for those risks and make mitigation recommendations based on
your findings.
Lab Assessment Questions & An ...
History lesson plan template
This document outlines a lesson plan template for a history lesson. It includes sections for situational analysis of learners, the lesson aim and outcomes based on the CAPS document, learning content presented in three phases of introduction, engagement and summary, teaching strategies and resources, forms of assessment including baseline, diagnostic, formative, and tools like checklists and rubrics, and concludes with a summary and integration section involving questions, activities and homework. The template provides guidance for teachers to develop comprehensive lesson plans addressing learner demographics, curriculum objectives, content delivery, assessment approaches, and lesson conclusion.
Ela unit planningtemplate
Simplified template to ensure all modifications/adoptions to the NYS Module planning still thoroughly fulfills the criteria of the Tri-Sate Rubric.
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
Lesson 4 Tools of the trade
The document discusses tools and resources for teaching a lesson on circles, chords, arcs, and central angles. It recommends using books, a projector, laptop, blackboard, compass, protractor, and colored paper cutouts to engage visual and hands-on learners. A PowerPoint presentation showing 3D objects would help students understand properties and functions. Students would make their own cutouts to apply the concepts through activities. The teacher requires technological, pedagogical, and content knowledge to effectively deliver the lesson using different strategies, activities, and assignments catering to diverse learners.
Similar to Unit cover page (20)
Nicole Norris - UDL walk through formative assessment tool 1
Nicole Norris - UDL walk through formative assessment tool 1
Curriculum Map for Practical Research in Senior High School
Curriculum Map for Practical Research in Senior High School
A Critical Thinking Analysis (Analyzing the Logic of the Article.docx
A Critical Thinking Analysis (Analyzing the Logic of the Article.docx
FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT
FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT
Critical Analysis of Research Article (Team Assignment)· ·.docx
Critical Analysis of Research Article (Team Assignment)· ·.docx
26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
26 Lab #1 Performing Reconnaissance and Probing Using Comm.docx
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
Creating a Unit PlanOnce you’ve gotten to know your students thr.docx
More from torie3481
Stage 1
This document outlines the goals and understandings for a unit on national icons. The goals are for students to recognize and compare icons, understand icons' influence on culture, and determine stereotypes from a nation's icons. Students will understand that icons shape perceptions of a nation and rely on longevity, ubiquity, and distinction. Key questions consider what icons are, if they reflect or shape culture, and how icons affect views of a nation. Students will learn about American and Taiwanese icons and be able to recognize, define, discuss, research, and compare icons and their influence.
Stage 1
The document outlines the goals, understandings, essential questions, and key knowledge and skills for a unit on national icons. The goals are for students to recognize, compare, and contrast icons from different cultures and understand how icons influence perceptions of a nation. Students will understand how icons represent and shape culture over time. They will also consider questions about what makes someone an icon and how icons affect views of a nation. By the end of the unit, students will be able to recognize vocabulary, research icons, and discuss how icons reflect and influence culture using technology.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
Stage 3 Calendar
Teachers should plan learning experiences and instruction for students by determining what students should know and be able to do, selecting appropriate activities and assessments to help students meet learning goals, and considering how to differentiate instruction for different groups of students.
Unit cover page
This appears to be a cover page for a unit or section. No other details are provided on the page itself. The document gives no information about the content or purpose of the unit that this cover page introduces.
Stage 3
This document discusses planning learning experiences and instruction. It prompts the reader to consider the WHERETO elements when planning: the Where, How, Engagement, Resources, Evaluation, Timing, and Objectives of the learning experience. The document focuses on Stage 3 of planning, which is designing the specific lessons and activities.
Stage 2
This document discusses determining acceptable evidence that students understand a topic through various assessments. It will evaluate evidence from quizzes, tests, observations, dialogues, work samples, and student self-assessments and reflections to show their comprehension.
Performance task blueprint
This document outlines the key elements to consider when developing a performance task to assess student understanding. It asks what understandings and goals will be assessed, what criteria are implied by the standards regardless of the specific task, and what qualities student work must demonstrate to show mastery. It also prompts determining an authentic task for students to demonstrate understanding, what student products or performances can provide evidence of learning, and the criteria used to evaluate student work.
Stage 3 calendar
The document outlines a weekly schedule with days of the week listed along with corresponding numbers. It includes Monday through Friday and provides numeric codes associated with each day. The long string of numbers and codes seem to be planning details or identifiers related to organizing learning experiences and instruction over the course of a week.
More from torie3481 (12)
Recently uploaded
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Recently uploaded (20)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Unit cover page
- 1. Unit Cover Page Unit Title: _________American Icons______________ Grade Levels: ____Adult_____ Subject/Topic Areas: _____________________________________________________ Key Words: ___Icon_____________________________________________________ Designed By: __Torie Montgomery, Tiffany Bennington, Tina Yates, & Allison Hacker_ Time Frame: _____________ School District: ________________________________ School: West Liberty University and the Republic of China Military School in Taiwan_ Brief Summary of Unit: This unit will teach Taiwanese students about several American icons from the fields of music, acting, sports, and politics. The unit will look at the characteristics of each icon to determine the essential attributes present in all icons. The interrelationship between icons and culture will also be examined. Then the students will compare American icons to Taiwanese icons, examining the similarities and differences between the two cultures. Unit design status: Completed template pages – Stages 1, 2, and 3 Completed blueprint for each performance task Completed Rubrics Directions to students and teachers Materials and resources listed Suggested accommodations Suggested Extensions Status: Initial draft (date ___________) Revised Draft (date ___________) Peer reviewed Content reviewed Field tested Validated Anchored