Student Name ________________________________ Project Topic ___________________
Student Teaching in Early Childhood Education
Developmentally Effective Instruction Grading Rubric
Assessment
Component
Grading Criteria
Unsatisf
Topic
Selection
Weighted low
Topic is
totally
teacher
chosen and
does not fit
the criteria
for a good
project.
Unsatisf
Teacher
Candidate
Anticipatory
Planning
No
anticipatory
webs are
made by the
teacher
candidate or
incorrect
webs are
produced.
Content
Knowledge
Planning and
Use of
Resources
No or poor
resources
identified
for possible
use.
Unsatisf
Basic
Topic is mostly
teacher chosen
with very little
student input
and/or does not
fit the criteria
for a good
project.
Developing
Topic derives from
student interests and
questions and is
concrete.
Proficient
Topic derives from
student interests and
questions. It is
concrete and/or allows
students to do research
with minimal adult
assistance.
Outstanding
All aspects of proficient
category are met. Topic
helps children understand
their own experience and
environment more fully
and accurately. It
strengthens the disposition
to look closely at
phenomena in their
environment.
Basic
No anticipatory
web completed
prior to
conducting the
project and/or
poor planning is
exhibited in the
web/s. A web
of student ideas
may have been
completed.
Developing
At least 1 wellplanned anticipatory
web completed prior
to conducting the
project. Other web
content is sparse
demonstrating little
investment in
planning for or
thinking about the
topic and what
children might
wonder about. Web
remains the same or
is only slightly
modified as a result
of student’s ideas.
Proficient
At least 2 wellplanned anticipatory
webs are completed
prior to conducting the
project. They identify
many areas/questions
that may be addressed
in the project. Webs
are modified as a
result of children’s
ideas. Other web
content is sparse
demonstrating little
investment.
Outstanding
3 deeply thought out
anticipatory webs are
completed by the teacher
candidate prior to
conducting the project
(curriculum, concept,
questions). All webs are
well planned and identify
many areas/questions that
may be addressed in the
project. Webs are
modified as a result of
children’s ideas.
Basic
Minimal
resources are
identified for
possible use.
Some books
identified and
used. Reliance
on pre-planned
curriculum may
be evident.
Developing
Some good resources
are identified for
possible use. These
may include good
content area books,
materials for
investigation, and
representational
mediums. Resources
are accurate in
relation to content of
study.
Proficient
Many good resources
are identified for
possible use.
Resources include
community sources,
interesting materials
for investigation, ideas
for experts, technology
or media, and ideas for
field experiences or atsite experiences.
Understanding of
content is evident in
the resources
identified.
Outstanding
Many excellent resources
of multiple types are
identified for possible use.
Resources include items
listed in other categories.
Resources are accurate to
the content and
demonstrate understanding
of content of study.
Resources are used to
motivate and facilitate
learning. Development
focuses on engaging
children in learning.
Unsatisf
Family
Involvement
No attempt
made to
involve
families.
Unsatisf
Culminating
Activity
No
culminating
activity.
Activity is
all teacher
directed.
Activity
does not
represent
what
students
learned.
Investigations
Fewer than
7
investigation
s are
completed
and/or
investigation
s are all
teacher
planned and
directed.
Assessment
No
assessment
processes
used.
Inappropriat
e assessment
processes
used.
Unsatisf
Unsatisf
Basic
Attempt made
to involve
families or
community.
Developing
Attempt made to
involve families or
community.
Proficient
Attempt made to
involve family and
community.
Outstanding
Good involvement of
family and/or community
Basic
Culminating
activity is used
to end the
project but the
idea comes
from the
teacher.
Minimal
engagement or
investment by
students.
Developing
Culminating activity
is developed with
student input.
Students are engaged
and invested in the
project. Minimal
representation of
knowledge gained is
exhibited.
Proficient
Students’ ideas are
used and teacher
facilitates a high level
of student engagement
or investment.
Activity represents
knowledge and skills
that were strengthened
by the project.
Outstanding
Well planned and executed
culminating project
designed by students and
facilitated by teacher after
students have reviewed
investigations and
articulated what they had
learned. Activity
represents knowledge,
skills, and dispositions that
were strengthened by the
project. Students share the
project with others.
Basic
7 investigations
are completed
and
documented.
They are more
rote, recall, or
product
oriented.
Investigations
do not engage
students in
research,
problem
solving, etc.
Developing
7 investigations are
completed and
documented.
Some investigations
derive from student
ideas, questions,
problems, etc. and
engage students in
research and
representation of
what they know.
Limited use of
expressive media or
representation by
students.
Proficient
7 or more
investigations are
completed and well
documented.
Investigations derive
from student ideas,
questions, problems,
etc. and engage
students in research
and representation of
what they know. They
are motivating and
lead to new
knowledge. A variety
of different expressive
media are used.
Limited involvement
of students in
interactive experiences
and different learning
dispositions.
Outstanding
7 or more investigations
are completed and well
documented.
Investigations derive from
student ideas, questions,
problems, etc. and engage
students in research and
representation of what they
know. They are
motivating and lead to new
knowledge. A variety of
different expressive media
are used. They involve
students in a variety of
interactive skills and
different learning
dispositions.
Basic
Minimal onetime assessment
process used.
Assessment is
appropriate.
Developing
One or two ongoing
assessments are used
throughout the
project. The teacher
can document
knowledge gained by
each student through
appropriate
assessment
procedures.
Proficient
Three or more forms
of assessment are
used. Assessments are
ongoing throughout
the project. Teacher
can document
knowledge and skills
gained by each student
through appropriate
assessment
procedures. Content
knowledge is clearly
assessed.
Outstanding
Three or more assessments
are used and are ongoing
through-out the project.
Teacher can document
knowledge, skills, and
dispositions gained by each
student through appropriate
assessment procedures.
Students are engaged in a
self-reflective and/or selfassessment process as part
of the documentation of
their learning.
Unsatisf
Documentation
Poor quality
of materials
used.
Messy.
Inadequate
documentation. No
journaling or
only partial
journaling.
Reflective
Analysis Paper
No
reflective
paper.
Paper is
sparse in
detail and
thoughtfulne
ss.
Unsatisf
Weighted high
Comments:
Basic
All 3 stages are
poorly
documented in
the photo essay.
Journal
provides poor
information
regarding
project work
and/or personal
learning.
Developing
All 3 stages are
adequately
documented in the
photo essay
documentation.
Journal minimally
adds to the
documentation of the
project work and/or
personal learning.
Photo essay is wellorganized. Lacks
supporting evidence.
Proficient
All 3 stages are
adequately
documented in the
photo essay. It is well
organized and has a
professional quality to
the documentation.
Journal adequately
adds to the
documentation of the
project and personal
learning. Student
products are included.
Teacher education
candidates’
presentation
demonstrates an
adequate
understanding of the
project approach and
learning.
Outstanding
All 3 stages are strongly
documented in the photo
essay documentation.
Photo essay is attractive
and has a professional
quality to the
documentation.
Journal substantially adds
to the documentation of
the project and personal
learning. Student products
are included. Teacher
education candidates’
presentation demonstrates
a deep understanding of the
project approach and of
children’s learning
processes. Decision
making process is
documented.
Basic
Reflective
paper responds
mostly to the 3
phases of the
project. Paper
seems to be
based more on
experience and
detail rather
than thoughtful
consideration of
the experience
or personal
learning.
Developing
Reflective paper
responds to the 3
stages of the project.
It includes thoughtful
consideration of the
value of the project
approach but includes
little insight or
knowledge deepening
regarding learning
theory and children
as thinkers and active
learners.
Proficient
Reflective paper
responds to the full
process of the project.
It includes insights
into learning theory,
development,
emergent curriculum,
motivation, etc.
Reflections are
thoughtful and
demonstrate personal
learning about the
project approach and
of learning theory and
children as thinkers
and active learners.
Outstanding
Reflective paper responds
to the full process of the
project. It includes
insights into learning,
development, emergent
curriculum, motivation,
and effective teaching
practices, etc. Reflections
are of a highly thoughtful
nature which articulate
affirmation of or changes
in understanding and
beliefs about teaching and
children as learners as a
result of the experience.
Deep reflection and
learning is evident.
Project Approach Assignment
Standards met by this assignment: (NAEYC 1a, 1c, 2c, 3a, 3b, 3c, 4b, 4c, 4d, 5a, 5c, 6c, 6d, 7) (UCO Conceptual
Framework I, II, III) (OK Gen. Competencies 4, 5, 6, 7, 12)
Project Approach Assignment Description: In one of the Early Childhood Education student teaching blocks, each student
teacher will facilitate a project approach strategy. This is still to be an integrated learning experience so that reading,
writing, and/or math, science, social studies content is utilized throughout the project as appropriate and is assessed
throughout the project. Build on the experience you have already had in conducting a project with children. Use Young
Investigators as a guide as well as the project planning journal available. You will document all three phases and all
components of your student-centered project approach in a Documentation Notebook. In addition to artifacts from the
project, include narrative throughout that will enhance the documentation of the project. Narrative should include context
information for elements of the project, teacher (your) thought processes in planning and implementing the project,
information on how you made curriculum decisions, and analysis and explanation of children’s thinking. It would also be
appropriate to connect your documentation items to theoretical understandings of learning, teaching, and assessing. You
do not have to take a field trip as a part of the project approach.
Prompt:
Planning
 Determine an appropriate topic for the project.
 Plan at least 3 anticipatory webs prior to beginning the project.
o curriculum areas that can naturally be integrated into the project approach,
o concepts that might be explored or learned in the project,
o questions children might have in regards to the topic
 Make a list of resources that might be used for the project and a list of possible field experiences including those
concrete experiences that can come to you
 You can start with a KWL chart to begin identifying what the children know. (This is not an appropriate
assessment of individual student learning unless it is done individually.) It is a good way to determine prior
knowledge, conceptual understandings, and children’s thinking.
Family Engagement
 Prepare and distribute a parent letter to inform the children’s parents/guardians about the project approach and the
topic under investigation.
Investigations
 Plan and implement the emerging investigations. You must plan a minimum of seven (7). These are to be
challenging, thinking, engaging experiences and not rote work. Document all the investigations undertaken by the
students. Identify Common Core/C3 standards met through the project.
 Facilitate a culminating activity that shows what the students know and can do.
Assessment
 Plan and implement ongoing individual assessments to assess knowledge of the topic as well as knowledge, skills
and dispositions integrated throughout the project activities.
 Use multiple assessments to assess student growth on the topic you are studying and the integrated areas and
document your assessments and findings. Write a narrative describing children’s learning as a result of the
project. Think in terms of your grade book. How would you document student learning growth.
Documentation Notebook
 Prepare a documentation notebook which clearly documents the following:
o All 3 phases of the project including topic selection
o Anticipatory Planning Webs
o Resource list/Possible field experiences list
o KWL chart/list
o Family engagement letter and any other family involvement strategies you use
o Investigations (all) – Thorough plans/descriptions of the investigation.
o Integration of content (reading, writing, math, inquiry processes, creativity)
o What Common Core Standards were met throughout the project
o Culminating activity representing what students know
o Write journal entries throughout the notebook that explains the context for components, teacher thought
processes, teacher decision making processes, and analysis and explanation of children’s thinking.
o
o
o
Copies of all assessments utilized in the project approach.
Analysis of assessment results/data.
A written narrative that documents the data from each assessment and professionally describes the impact
of the project on student learning. Be specific.
.
Project Approach Reflection Guidance
It is important that your reflection of your teaching experience with the project approach is a productive reflection. A
productive reflection that truly promotes learning would include integration (making connections) and analysis (asking
and answering questions/thinking deeply about). It would be much more than a description. (Write it in narrative/essay
form not in bulleted form! Bullets tend to be descriptive and not reflection or analysis.)
As a learner in this course you have constructed multiple links and connections in your knowledge. Your reflection paper
will hopefully assist you in integration processes like adding, distinguishing, and linking ideas through thinking about and
articulating these linked ideas. Following the guidelines below will assist you in writing a productive reflection.
1. Knowledge integration.
You have constructed knowledge through your readings for the class, the class discussions, other assignments, and the
experience of teaching young children using the project approach. Think deeply about the following four (4)
characteristics of learning environments (Davis, 2006). Critically reflect upon and make connections between your
knowledge, facilitating learners with the project approach, and the following. Think about, analyze, and reflect
upon your project approach experience and…
a. Learners and learning.
b. Subject matter knowledge of the topic your group studied for their project.
c. Assessment.
d. Instruction. (Learning and instruction are not the same thing.)
e. Use of project approach or components of the project approach as an effective teaching strategy.
2. Analysis. Analysis is not a description. Below are characteristics of teacher analytic thinking:
 Provide reasons for decisions/ideas
 Give evidence for the claims you make
 Generate alternatives
 Question your assumptions
 Consciously reveal hidden beliefs you have held regarding children, learning, learners, instruction,
and assessment
 Identify the results of your teaching decisions
 Evaluating your teaching (not just judging/evaluate)
 Evaluating children’s processes
 Evaluating children’s learning
To create a productive reflection takes time. You can expect to spend 3 to 5 hours on a productive reflection. A
productive reflection will promote more learning for you.
Early Childhood Education Student Teaching
Project Approach Prompt or Checklist
Summary of Assignment:
_____ Plan at least 3 anticipatory webs; concepts, curriculum, questions children might have. These are preplanning to be
done by the teacher. You can also do webs with children but these are your planning.
_____ Prepare a parent letter to inform them about the project approach and your group’s topic. Have it approved by your
teacher. Include the page from your book called “How We Are Learning.” Suggest ways they can be involved.
_____ Facilitate/guide a project keeping a journal throughout. The journal should document each experience you
facilitated with the children and what happened, what you noticed about children and about learning, and what you found
yourself thinking and feeling. You should also reflect on your decision making, concerns, etc. The journal is a thinking
and inquiry data collection tool. The journal is on the course web page.
_____ Keep documentation of a minimum of 7 investigations for your photo essay. The KWL chart may be counted as
one investigation.
_____ Use multiple assessments to assess student growth on the topic you are studying and document your assessments
and findings. This should be integrated so you can assess other content as well. Consider reading, writing, listening, or
orally presenting. Focus your assessments more on cognitive learning.
_____ Prepare a Project Documentation Notebook. Document the following:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
All 3 phases of the project including topic selection
Anticipatory Planning Webs
Resource list/Possible field experiences list
KWL chart/list
Family engagement letter and any other family involvement strategies you use
Investigations (all) – Thorough plans/descriptions of the investigation.
Integration of content (reading, writing, math, inquiry processes, creativity)
What Common Core Standards were met throughout the project
Culminating activity representing what students know
Write journal entries throughout the notebook that explains the context for components, teacher thought
processes, teacher decision making processes, and analysis and explanation of children’s thinking.
Copies of all assessments utilized in the project approach.
Analysis of assessment results/data.
Other items you think of as important regarding the project.
A written narrative that documents the data from each assessment and professionally describes the impact
of the project on student learning. Be specific.
_____ Write a reflective analysis paper that documents your inquiry as a student of young children’s learning and
instruction and that articulates your professional understandings and thought processes, insights, new learning, change in
beliefs, questions, etc. This paper is to articulate your deep thinking about this experience. It should demonstrate that you
have observed and thought about children’s thinking, learning, motivation, assessment, subject knowledge, learners,
instruction etc. and how this strategy accomplishes effective teaching. It will be a part of your documentation as will your
journal.