RATIONALE CHECKLIST
Rationale I
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connetct the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
ED 284A Module 1 (Week 5)
Part 1
I. HTSB OVERALL STANDARD
Standard 1: Learner Development
II. TEACHING ARTIFACT
Design a student survey and learning inventory
III. COURSE
ED284A: Foundations of Inclusion
IV. TEACHING ARTIFACT DESCRIPTION
SCENARIO: We will have a variety of students in our classes. We need to
begin to think about how we will approach their diversity. Students will come
from very different backgrounds, have very different interests as to why they
have chosen to take your class, and will have very different academic and
technical skill sets. Inevitably, you are responsible for creating an intentionally
inviting and inclusive environment.
TEXT: Its Probably time to get a Pinterest Account because there are endless
examples...https://www.pinterest.com/explore/learning-style-inventory
ACTION: Please design a survey tool (paper or online) which addresses
at least 2-3 questions from each of the following: students learning styles,
goals, interests, experience and/or background in CTE fields and academic
skills or general accommodations needed.
V. TEACHING ARTIFACT RESULTS
Through reading student responses to the questions on the survey and
learning inventory, I was able to gather crucial information about each
student in my classes. Student responses have helped me to learn
about the learning styles, personal interests, goals, academic skills and
general accommodations needed, and students individual experiences
and backgrounds in the subject of arts and communication. All of this
information helps me to tailor lessons and make accommodations for
student needs.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connetct the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 2
I. SUB-STANDARD
1.2 (Focus Area 1): CANDIDATE NOTES LEARNER INTERESTS - Does
Candidate actively seek out some information about learner interests
in order to engage learners in developmentally appropriate learning
experiences?
II. CONNECTION TO ARTIFACT
I actively (sought) out some information about learner interests by
distributing a survey to all students. Students had to fill in the survey with
answers to questions about their learning styles, personal interests, goals,
academic skills and general accommodations needed, and students
individual experiences and backgrounds in the subject of arts and
communication. All of this information helps me to tailor lessons and make
accommodations for student needs as the year goes along to offer them
developmentally appropriate learning experiences. By having students
answer questions about their interests, this also serves as a resource for
students to engage in developmentally appropriate learning experiences
because they can always refer to the ideas about their interests that they
initially wrote down when looking for ideas for projects. Students can also
use this survey as a resource to keep looking back and reflecting on where
they started in my class and how they have improved and can plan to
improve in the future.
(Please see an example of exact survey questions at the end of this rationale)
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I met the requirements of designing a survey
tool (paper or online) which addresses at least 2-3 questions from each of
the following: students learning styles, goals, interests, experience and/or
background in CTE fields and academic skills or general accommodations
needed. Each of my questions in tailored to connecting with students and
learning about factors that affect each students learning. For each question,
I researched and brainstormed many questions that could fall in each
category then thought about which specific questions would help me most
for what students would have to do in my specific class, this content area,
and what my goals are for students to achieve by the end of the school year.
Using this thought process, I carefully selected questions that would best
help me provide a suitable education to my students throughout the year.
IV. EVIDENCE OF SELF-ASSESSMENT
Student responses to the initial survey given at the beginning of the year
has helped me to gather initial information about students. This survey can
also serve as a basis to help me continue to get to know more about my
students throughout the year. Since my class is a design class and many
projects involve starting with a theme or idea that relates to student interests,
this survey helps give my students and I a good idea of who they are, what
they like, and can help me help them figure out design ideas. For our most
recent project, an etched mirror design, many students were stuck as to
what theme they wanted to choose for their design. When they asked me for
help, I was able to refer to their answers to this survey to help students pick
out their strongest concepts relating to their interests.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connetct the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
1.1 (Focus Area 1): CANDIDATE NOTES LEARNER DEVELOPMENT - Does
Candidate note changes and patterns in learners across some areas of
development?
II. WHAT TO IMPROVE?
I want to improve on and find new ways to continuously measure and check
learner individual development as the year continues. Having a basis of
student interest, learning styles, and experiences in arts and communication
content knowledge, I would like to work on regularly checking on how they
progress and what I can do to address class as well as individual needs.
III. RESEARCH FINDINGS
i. After an observation debrief with my college supervisor (Jan Ikeda),
she gave me some good ideas about how reflections are a great way
to assess students and see what they have learned as well as to have
them draw conclusions on their own. Jan pointed out that reflections are
advantageous because they allow students to really think about the class
and make their own connections between lessons, experiences, etc.
Resource: College supervisor - Jan Ikeda
ii. I found an article that describes different ways to check student progress
in the classroom. Some interesting strategies mentioned include peer
and self-assessment, progress bites, and having students practice
explaining concepts learned. I really liked the idea of peer and self-
assessments and this ties in with the discussion I had with my supervisor
about reflections.
Resource: http://www.bodmincollege.co.uk/wp-content/
uploads/2013/01/Progress-Check-Booklet-Single-Pages.pdf
IV. IMPLEMENTATION OF FINDINGS
Based on my research findings, I plan to implement regular reflections or
temperature checks to find out how students are progressing throughout
the year. I would like to implement a variety of reflections such as reflections
about specific lessons or units, reflections about entire quarters, semesters,
and/or the whole year, and content specific reflections as well as more
general student or learning style and growth reflections.
Here are some examples of reflections or temperature checks I plan to
implement:
i. End-of-project reflections
- content check, applications to real world
ii. End-of-quarter reflections
- content check, personal growth, improvements
iii. Start of quarter surveys
- recap of previous quarter, pre-assessment of knowledge, goals
iv. Mid- and end-of-quarter performance reflections
- review grades and class performance, develop goals and strategies
v. One-on-one conversations with students
- continue to learn about students and assess development
 STUDENT SURVEY NAME:
DATE:
PERIOD: STUDENT NUMBER:

LEARNING STYLES: Circle all answers that apply to you.

1. I work well when I:

A. Read about content/topics

B. Use hands on materials
C. Talk to others and get ideas
D. Use the computer
E. Listen and watch

2. When Im learning, I need:

A. Peace and quiet

B. Music or quiet noise
C. To be able to move around
D. To be able to talk with others

3. I prefer to work:

A. Alone
B. With one partner
C. In small groups

4. When I need help, I:

A. Raise my hand and ask the teacher immediately

B. Ask the teacher privately
C. Wait for the teacher to ask me if I need help
D. I dont like to ask for help.
Please describe why: ____________________________________

INTERESTS
5. Why did you take this class?

6. List any projects and/or skills you would like to learn in this class:

7. What are your favorite school subjects?

8. What are your extra curricular activities/interests? (School clubs, personal hobbies, sports, etc.)

5. Describe yourself in three words:9

 STUDENT SURVEY

GOALS:
10. ACCP Class Goals - Describe any learning goals you would like to achieve in this class.

11. High School Goals - What do you hope to achieve by the time you graduate high school?

12. Post Graduation/Career goals - What do you plan to do after high school?

ACADEMIC SKILLS AND GENERAL ACCOMONDATIONS NEEDED:

13. Seating: I work best when I am seated:

A. At the front of the class

B. Near speakers/presentation guides
C. Near the teachers assistant so I can ask for help

14. Please describe anything that makes learning difficult for you:

EXPERIENCE AND BACKGROUND IN ARTS AND COMMUNICATION:

15. List and describe any art and/or arts and communication classes you have taken in the past.
What did you learn? What would you like to improve on?

RATE YOURSELF ON THE FOLLOWING SKILLS/TASKS: (Shade in the following scales to your level)

1 - Low skill level 5- High skill level

16. Hand drawing real life subjects 1 2 3 4 5

17. Choosing colors that work well together 1 2 3 4 5

18. Coming up with creative ideas 1 2 3 4 5

19. Problem solving 1 2 3 4 5

20. Overall artistic skills 1 2 3 4 5

21. Using Adobe Illustrator 1 2 3 4 5

22. Using Adobe Photoshop 1 2 3 4 5