For this Performance Task, you will take the role of a lead teacher who has developed a workshop presentation on Creativity and Child-Centered Learning. Yo

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PC4004: Child-Centered Learning and Creativity: Analyze the role child-centered learning and creative teachers play in fostering children’s creative thinking, creative skills, and creative arts/expression.

Assessment Rubric

0

Not Present 1

Needs Improvement 2

Meets Expectations Topic 1: Creativity and Child-Centered Learning

Analyze how child- centered learning in the Dog Project fosters children’s creative thinking, creative skills, and creative arts/expression. Substantiate your analysis with at least five examples from the project.

Response is not present. Analysis of how child-centered learning fosters children’s creative thinking, creative skills, and creative arts/expression is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete research- based analysis of how child- centered learning fosters children’s creative thinking, creative skills, and creative arts/expression.

LO1: Analyze how child- centered learning fosters children’s creative thinking, creative skills, and creative arts/expression.

Topic 2: Creative Teaching Summarize your Response is not present. Analysis of what determines Response provides a clear, definition of a creative whether a teacher is creative accurate, and complete research- teacher, including an and why being a creative based explanation of what

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analysis of why being teacher is essential to determines whether a teacher is a creative teacher is fostering children’s healthy creative and why being a creative children’s creative thinking, creative skills, and creative arts/expression.

LO1: Analyze what determines whether a teacher is creative and why being a creative teacher is essential to fostering children’s creative thinking, creative skills, and creative arts/expression.

development and learning is vague, inaccurate, and/or incomplete.

teacher is essential to fostering children’s creative thinking, creative skills, and creative arts/expression.

Analyze how the teachers, in the Thinking Big Extending Emergent Curriculum Projects video, exemplify creative teaching. Substantiate your thinking with at least five examples from the video.

LO2: Analyze how teachers exemplify creative teaching.

Response is not present. Analysis of how teachers exemplify creative teaching is vague, inaccurate, and/or incomplete.

Response provides a clear, accurate, and complete research- based analysis of how teachers exemplify creative teaching.

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Professional Skills Rubric

Written Communication: Write with clarity, coherence, and purpose. 0

Not Present 1

Needs Improvement 2

Meets Expectations LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills)

Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas.

Sentence structure effectively conveys meaning to the reader.

LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills)

Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas.

Some inaccuracies in grammar and mechanics limit reader’s access to ideas.

Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills)

Paragraphs, or lack of paragraphs, impede reader’s access to ideas.

Construction of main idea and/or supporting paragraphs limit reader’s access to ideas.

Main idea and supporting paragraphs effectively convey meaning to reader.

LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence)

Supporting materials are not present.

Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable.

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LO6: Identify sources (AWE 2; Credit to Source)

Sources are missing. Writing inconsistently identifies or misrepresents sources.

Writing clearly identifies the source of non-original material and/or ideas.

LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline)

Vocabulary and tone are inappropriate for the audience.

Vocabulary and tone vary throughout the writing, limiting reader's access to ideas.

Vocabulary and tone communicate key concepts that are appropriate for the audience.

LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source)

APA formatting and style are not present.

Writing inconsistently uses in- text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity.

Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity.

MASTERY RUBRIC Exceeds Expectations: Connections to Experience

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LO1: Apply relevant experience and academic knowledge to illustrate concepts and/or ideas.

Responses include highly relevant and well-developed examples to illustrate concepts related to how child-centered learning and creative teaching foster children’s creative thinking, creative skills, and creative arts/expression as well as healthy development and learning.

Yes

No