Play, Transitions, and Disruptions Rubric

This week we have learned about incorporating play into the classroom and planning for disruptions and transitions in the classroom. These ideas are connected to the second pillar of becoming the Whole Teacher, incorporating developmentally appropriate practice. How will you know if the teachers you work with are able to effectively implement developmentally appropriate strategies in the classroom for play, transitions, and disruptions? One way to know for sure is to utilize a rubric as a tool for evaluating teachers and providing constructive feedback. Rubrics provide clarity regarding what is expected and therefore are commonly used tools for providing feedback in education.

Assignment Directions:

For this assignment, you will be creating a rubric that you will use to evaluate your staff based on how they are incorporating play into their classroom and how they handle transitions. Before creating your rubric, it is suggested that you read the article, “How to Create RubricsPreview the document” to ensure that you understand how to develop an effective rubric. You can create your rubric using a table in a Word document or by using the rubric generator Rubi Star (Links to an external site.). Your rubric must contain the following:

  • Performance Level Titles (.5 points): Includes four performance levels titles (emerging, progressing, partial mastery, mastery, etc.) to describe each characteristic.
  • Characteristics (.5 points): Includes at least five characteristics (skills, knowledge, or behaviors) to be rated on the rubric. Three of these characteristics must be related to play (see Figure 3.1 of text for ideas), one must be related to transitions, and one must be related to disruptions.
  • Performance Level Descriptors (2 points): Creates a performance level descriptor for each characteristic.

In addition to creating your rubric, address the following:

  • Defend your decision to include the characteristics you did on your rubric. Support your defense with current research. (1 point)
  • Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)
  • Summarize how you would use this rubric to foster the knowledge and skills of your staff regarding play in the classroom, transitions, and disruptions. Support your summary with scholarly or credible sources.   (1 point)
  • Explain how you might utilize this rubric to encourage self-reflection in your staff and ways in which self-reflection foster’s professional growth. Support your explanation with scholarly or credible sources. (1 point)

Research and Resource Expectations:

  • Source Requirement (.75 points): 

    • At least two scholarly peer-reviewed sources
    • At least one professional credible source

Writing and Formatting Expectations:

  • Title Page: Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice (.25 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: (.25 points):  Demonstrates logical progression of ideas.
  • Syntax and Mechanics (.25 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting (.25 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Suggested Assignment Length (.25 points): This assignment should be three to four double-spaced pages in length (not including title and reference pages).

Resources:

MASD Instructional Technology. (2013, June 17). Create Awesome Rubrics using Rubistar (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=3vsxrKLeUeY

  • This video shows how to use the website RubiStar to create rubrics and will be helpful for you Week Three Assignment.

Website

Mueller, J. (2014). Rubrics (authentic assessment toolbox) (Links to an external site.). Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

  • This website shares information about how to create a rubric. You might find it helpful as you work on your Week Three Assignment.

  

Brophy, T. (n.d.). Writing effective rubrics (Links to an external site.). Retrieved from http://assessment.aa.ufl.edu/Data/Sites/22/media/slo/writing_effective_rubrics_guide_v2.pdf

University of Connecticut. (n.d.). How to create rubrics (Links to an external site.). Retrieved from http://www.assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

Feldman, J. 2008. Transition time tricks (Links to an external site.). Earlychildhood NEWS. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=309

Rettig, M. (1995). Play and cultural diversity (Links to an external site.). The Journal of Educational Issue of Language Minority Students, 15. Retrieved from
http://www.ncela.us/files/rcd/BE020476/Play_and_Cultural_Diversity.pdf  

Vandermaas-Peeler, M. (n.d.). Cultural variations in parental support of children’s play. Retrieved from www.wwu.edu/culture/Vandermaas-Peeler.htm

How to create rubrics. (n.d.). Retrieved from https://assessment.uconn.edu/wp-content/uploads/sites/1804/2016/06/How_to_Create_Rubrics.pdf

  • This article explains how to create effective rubrics and will be useful as you develop your rubric for the Week assignment.

Play, Transitions, and Disruptions Rubric

This week we have learned about incorporating play into the classroom and planning for disruptions and transitions in the classroom. These ideas are connected to the second pillar of becoming the Whole Teacher, incorporating developmentally appropriate practice. How will you know if the teachers you work with are able to effectively implement developmentally appropriate strategies in the classroom for play, transitions, and disruptions? One way to know for sure is to utilize a rubric as a tool for evaluating teachers and providing constructive feedback. Rubrics provide clarity regarding what is expected and therefore are commonly used tools for providing feedback in education.

Assignment Directions:

For this assignment, you will be creating a rubric that you will use to evaluate your staff based on how they are incorporating play into their classroom and how they handle transitions. Before creating your rubric, it is suggested that you read the article, “How to Create RubricsPreview the document” to ensure that you understand how to develop an effective rubric. You can create your rubric using a table in a Word document or by using the rubric generator Rubi Star (Links to an external site.). Your rubric must contain the following:

  • Performance Level Titles (.5 points): Includes four performance levels titles (emerging, progressing, partial mastery, mastery, etc.) to describe each characteristic.
  • Characteristics (.5 points): Includes at least five characteristics (skills, knowledge, or behaviors) to be rated on the rubric. Three of these characteristics must be related to play (see Figure 3.1 of text for ideas), one must be related to transitions, and one must be related to disruptions.
  • Performance Level Descriptors (2 points): Creates a performance level descriptor for each characteristic.

In addition to creating your rubric, address the following:

  • Defend your decision to include the characteristics you did on your rubric. Support your defense with current research. (1 point)
  • Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)
  • Summarize how you would use this rubric to foster the knowledge and skills of your staff regarding play in the classroom, transitions, and disruptions. Support your summary with scholarly or credible sources.   (1 point)
  • Explain how you might utilize this rubric to encourage self-reflection in your staff and ways in which self-reflection foster’s professional growth. Support your explanation with scholarly or credible sources. (1 point)

Research and Resource Expectations:

  • Source Requirement (.75 points): 

    • At least two scholarly peer-reviewed sources
    • At least one professional credible source

Writing and Formatting Expectations:

  • Title Page: Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice (.25 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: (.25 points):  Demonstrates logical progression of ideas.
  • Syntax and Mechanics (.25 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting (.25 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Suggested Assignment Length (.25 points): This assignment should be three to four double-spaced pages in length (not including title and reference pages).

Resources:

MASD Instructional Technology. (2013, June 17). Create Awesome Rubrics using Rubistar (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=3vsxrKLeUeY

  • This video shows how to use the website RubiStar to create rubrics and will be helpful for you Week Three Assignment.

Website

Mueller, J. (2014). Rubrics (authentic assessment toolbox) (Links to an external site.). Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

  • This website shares information about how to create a rubric. You might find it helpful as you work on your Week Three Assignment.

  

Brophy, T. (n.d.). Writing effective rubrics (Links to an external site.). Retrieved from http://assessment.aa.ufl.edu/Data/Sites/22/media/slo/writing_effective_rubrics_guide_v2.pdf

University of Connecticut. (n.d.). How to create rubrics (Links to an external site.). Retrieved from http://www.assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

Feldman, J. 2008. Transition time tricks (Links to an external site.). Earlychildhood NEWS. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=309

Rettig, M. (1995). Play and cultural diversity (Links to an external site.). The Journal of Educational Issue of Language Minority Students, 15. Retrieved from
http://www.ncela.us/files/rcd/BE020476/Play_and_Cultural_Diversity.pdf  

Vandermaas-Peeler, M. (n.d.). Cultural variations in parental support of children’s play. Retrieved from www.wwu.edu/culture/Vandermaas-Peeler.htm

How to create rubrics. (n.d.). Retrieved from https://assessment.uconn.edu/wp-content/uploads/sites/1804/2016/06/How_to_Create_Rubrics.pdf

  • This article explains how to create effective rubrics and will be useful as you develop your rubric for the Week assignment.
0 replies

Leave a Reply

Want to join the discussion?
Feel free to contribute!

Leave a Reply

Your email address will not be published. Required fields are marked *