Classroom Management meets Assessment in Curriculum DesignMay 1, 2006What does the question demand that the student know and be able to do? - What’s the information they need? - What’s the cognitive process they need to be able to employ?Figure out for each of these how you would describe the most competent or most developed response, and the least developed or knowledgeable response. Then fill in the interim blocks.1. Name each stage of psychosocial development and list their characteristics. Explain what the task of development is from Erikson’s perspective. - Not just quantity, but also quality and completeness of list.- What does it mean to adequately explain (characteristics of an explanation) AND the accuracy of the explanation.2. Explain what self and mutual regulation are from Eriksons’ perspective. Identify a stage you might see students in your classroom actively working through. Explain how classroom management might influence these two forms of regulation in this stage. - What does it mean to give a definitional explanation- Ability to distinguish between self and mutual regulation- What does it mean to analyze and get progressively better at it?- State influence, provide support and connect to regulation.3. Vignette similar to those that you have described in your field journals and that you are reading about in Wolfgang.Use Erikson as a lens for making sense of this youth’s behavior and for brainstorming strategies for responding to the situation. Explain what the youth might be learning to regulate? How might you, as a teacher, respond to this situation. Explain your rationale for this response.- Explanation for what is regulated- Hypothesizing what the youth might be learning to regulate- Ability to state a response and provide evidence in the support that accurately relates to EriksonClassroom Management meets Assessment in Curriculum DesignMay 1, 2006What does the question demand that the student know and be able to do? - What’s the information they need? - What’s the cognitive process they need to be able to employ?Figure out for each of these how you would describe the most competent or most developed response, and the least developed or knowledgeable response. Then fill in the interim blocks.1. Name each stage of psychosocial development and list their characteristics. Explain what the task of development is from Erikson’s perspective. 2. Explain what self and mutual regulation are from Eriksons’ perspective. Identify a stage you might see students in your classroom actively working through. Explain how classroom management might influence these two forms of regulation in this stage. 3. Identify vignette similar to those that you have described in your field journals and that you are reading about in Wolfgang.Use Erikson as a lens for making sense of this youth’s behavior and for brainstorming strategies for responding to the situation. Explain what the youth might be learning to regulate? How might you, as a teacher, respond to this situation. Explain your rationale for this response.Rubric for Erikson #1 : Name each stage of psychosocial development and list their characteristics. Explain what the taskof development is from Erikson’s perspective. Seed Sprout Leafing FloweringStages- No stages named- Stages labeled inaccurately (no use of correct terminology)- Some stages indicated- All stages indicated- Inaccurate pairing ofthe sides of the dilemmaAnswer provides all of the following:- All stages have both sides of the psycho-social dilemma accurately namedCharacteristicsAny of the following:- No characteristics given- Describes characteristics that are not part of Erikson’s stages, - Provides only some of thecharacteristicsAnswer provides the following:- Accurate paraphrase of characteristics for each stage.Answer provides the following:- Accurate paraphrase of characteristics for each stage.- Explanation of what the person is learning to self-regulate; but does not include eitherthe physical or psychological factors.Answer provides all of the following:- Accurate paraphrase of characteristics for each stage.- Explanation of what the person is learning to self-regulate; including both the physical and psychological factors.- Explanation of what the person is learning to self-regulate in relation tosocietal needs.- Description of the role of the cultural context for each stageExplanation See pages 34-35 of Questioning handout (ch 2)AND Content of DevelopmentalTasksAny of the following- Provides inaccurate facts about the task of development; and/or- Provides inadequate information about task of developmentAny of the following- Provides accurate facts to support a general definition of what the task of development is.- Does not distinguishhow the task qualitatively shifts as the person gets older- Does not explain what happens when the task of development supports the needs of the person and society, and when it doesn’t.Answer provides the following:- Provides accurate facts to support a specific explanation of the developmental taskand how it shifts as theperson ages.- Gives specific examples to support the explanation.Answer provides all of these:- Constructs answer that both paraphrases and illustrates (e.g. adds model, metaphor, or example) - Compares what happens when the task of development supports the needs of the person and society,and when it doesn’t - Explains what about the developmental task qualitatively changes as the person gets olderRubric for Erikson, #2: Explain what self and mutual regulation are from Eriksons’ perspective. Identify a stage you mightsee students in your classroom actively working through. Explain how classroom management might influence these two forms of regulation in this stage. Seed Sprout Leafing FloweringIdentifies stage- Didn’t identify stage - Identified a stage not clearly related to your grade level- Identified a stage specific to your grade level- Identified a stage specific to your grade levelExplain self and mutual regulation Any of the following - Definitions are either inaccurate or inadequate.- No discussion of similarities or differences.Any of the following- One type of regulation accurately defined, but not both.- May define both, but not completely.- No discussion of similarities or differences. OR- No direct reference to the classroomAnswer provides the following- Accurate definition of both types of regulation.- Offers general statements