Assignment Directions: In this assignment, you will post an original post, and a

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Assignment Directions:
In this assignment, you will post an original post, and a response-to-peer post, in a Google Classroom Discussion Board. The post will focus on a Skill Building Session Pre-Work reading and encourage discussion based on the reading prior to the Skill Building Session’s respective assigned date in the NYCTF Syllabus.
The goal is to explore your prior knowledge and lived experiences and apply it to the theories and concepts explored in the course readings. The connections that can be fostered between you and the reading, and you and your Skill Building Session classmates, will hopefully create a depth of understanding for the content, and impact on professional growth and student achievement.
Post Guidelines:
Part 1 – Original Post: The Original Post is the post you write in response to the Pre-Work Reading’s question in Google Classroom. It is based on your prior knowledge, lived experiences, reactions, analysis etc. to the content of the reading. Exploring your own K-12 experience, and your current experience teaching students in summer school, can be a reflective entry point into exploring the complexities of the reading.
Length: At least 350 words. It’s recommended that you write your post in programs like Google Doc, Microsoft Word, Mac Pages, etc. so you can get an accurate word count and complete a spell check before officially submitting. Reading Citations: At least 2 citations from the reading should be included in your original post using MLA or APA format. The citation is not included in your overall word count. Formality: This can be more conversational than a formal essay, however remember structure and conventions are important. Readers should be able to follow your line of logic through your post’s structure. Readers should not struggle to understand your meaning because language is too colloquial. You can think of this more as a “blog post” rather than a “text with friends.” Timing: It is considered best practice to post your Original Post 48 hours prior to the due date in the Syllabus in your Lead Instructor’s Google Classroom, so you and your classmates have time to respond to each other in the Peer Response Post. Part 2 – Peer Response Post: The Peer Response Post is the response you’ll submit to a classmate’s Original Post. Your response should go beyond simple agreement, and should provide additional perspective, personal connection, respectful disagreement, follow-up question, etc. in order to push thinking and encourage discussion.
Length: At least 200 words. It’s recommended that you write your post in programs like Google Doc, Microsoft Word, Mac Pages, etc. so you can get an accurate word count and complete a spell check before officially submitting. Reading Citations: Citations are not required, but if you feel as though a citation would enhance your response, you’re free to do so. Formality: This can be more conversational than a formal essay, however remember structure and conventions are important. Readers should be able to follow your line of logic through your post’s structure. Readers should not struggle to understand your meaning because language is too colloquial. Think more “blog post” than “text with friends.” Timing: Peer Response Post are due on the date and time indicated in the Syllabus, and will always be by 11:59 pm, prior to the respective Skill Building Session’s assigned date in the NYCTF Syllabus.
Questioning & Engagement Research: In order to create questions for participants to engage in a variety of perspectives regarding the pre-work reading in an online discussion board, the following research from the University of Texas was utilized as a resource.
Directions: For each of the Pre-Work readings identified below, choose one question to respond to for Part 1-Original Post. Please follow the Post Guidelines explained on the first page of the assignment description, as well as the criteria in the assignment rubric, in order to meet the assignment’s expectations.
Convergent Thinking: How do strategies and concepts like ‘GRASPS’ and ‘The Logic of Backwards Design with Six Facets’ provide opportunities for educators to plan rigorous and engaging instructional material and collect formative data?
Divergent Thinking: What are some possible consequences and challenges or utilizing rubrics to build authentic and student based opportunities for assessment?
Evaluative Thinking: Based on this reading, in what ways can you justify the practice of collecting evidence of student learning while facilitating a lesson?
What connections can be made between assessments, rubrics, and evidence with the criteria from the Danielson Framework for Teaching, 3d Cover Page (see page 81-83

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