D090/D168 Rubric Checklist: Understanding your Rubric
***Organization Tips: No essays required! Please label each aspect of your task (starting with A) exactly as it’s labeled
in the rubrics below. Feel free to organize your task by using one of the following methods:
● Individual paragraphs with labeled sections
● Chart format as shown below
● Chart format as shown in task explanation videos
Task 1
Rubric: Competent Rubric: Breakdown Tips ✔
General Teaching The submission demonstrates behavior and disposition that align with the professional
General Teaching Dispositions (link)
Dispositions and ethical standards outlined in the WGU Teachers College Code of Ethics.
A 3 videos from the attached “Task 1 Video List” are identified. List videos by title and/or video number.
The submission discusses at least 1 example each of how the teachers in the videos 1 example of each of the 3 needs from
effectively incorporated individual learners’ cultural, social, and emotional needs into ANY of the 3 videos listed in part A.
B1
the learning environments. The submission cites the observed videos and connects the Clearly identify which video is used for
examples with the videos they came from. each need.
The submission discusses ways that the teachers in the videos could have
Suggestions of at least 2 ways (from 2
incorporated individual learners’ cultural, social, or emotional needs into the learning
B2 different videos) the teachers could have
environments more effectively. All of the ways discussed would be appropriate, given
the context provided in the videos. met any of the 3 needs.
Discussion of 2 relevant CSP strategies
The submission discusses 2 relevant culturally sustaining pedagogy strategies learned
B3 from 2 different videos. Additional support =
from observing the videos that could be incorporated into future practice.
page 25 in course material.
The submission logically explains how both strategies can be applied in a future Explanation of each CSP strategy in your
B3a
classroom. future classroom.
The submission plausibly explains how students’ caregivers could be involved in the Explanation of caregivers involved in the
B4 execution of the strategies addressed in part B3, including specific examples of how execution of both B3 CSP strategies - with
this would be done. specific examples of each.
Explanation of community involved in the
The submission plausibly explains how the community could be involved in the
execution of both B3 CSP strategies - with
B5 execution of the strategies addressed in part B3, including specific examples of how
this would be done
specific examples of each.
***Community = outside of school/home
Downloaded by harun mburu ()
, Only resources used outside of the
D090/D168 course material require in-text
citations and reference sections
The submission includes in-text citations for sources that are properly quoted, paraphrased,
C: Sources or summarized and a reference list that accurately identifies the author, date, title, and Support available by visiting the writing
source location as available. center website. On the writing center site,
click “view our learning resources”, “view
the complete guide to writing and citing”,
then visit unit 5.
Proofreading is required.
Content reflects attention to detail, is organized, and focuses on the main ideas as Support available by visiting the writing
D: Professional prescribed in the task or chosen by the candidate. Terminology is pertinent, is used
correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar
center website. On the writing center site,
Communication
promote accurate interpretation and understanding. click “view our learning resources”, “view
the complete guide to writing and citing”,
then visit unit 3.
Downloaded by harun mburu ()
***Organization Tips: No essays required! Please label each aspect of your task (starting with A) exactly as it’s labeled
in the rubrics below. Feel free to organize your task by using one of the following methods:
● Individual paragraphs with labeled sections
● Chart format as shown below
● Chart format as shown in task explanation videos
Task 1
Rubric: Competent Rubric: Breakdown Tips ✔
General Teaching The submission demonstrates behavior and disposition that align with the professional
General Teaching Dispositions (link)
Dispositions and ethical standards outlined in the WGU Teachers College Code of Ethics.
A 3 videos from the attached “Task 1 Video List” are identified. List videos by title and/or video number.
The submission discusses at least 1 example each of how the teachers in the videos 1 example of each of the 3 needs from
effectively incorporated individual learners’ cultural, social, and emotional needs into ANY of the 3 videos listed in part A.
B1
the learning environments. The submission cites the observed videos and connects the Clearly identify which video is used for
examples with the videos they came from. each need.
The submission discusses ways that the teachers in the videos could have
Suggestions of at least 2 ways (from 2
incorporated individual learners’ cultural, social, or emotional needs into the learning
B2 different videos) the teachers could have
environments more effectively. All of the ways discussed would be appropriate, given
the context provided in the videos. met any of the 3 needs.
Discussion of 2 relevant CSP strategies
The submission discusses 2 relevant culturally sustaining pedagogy strategies learned
B3 from 2 different videos. Additional support =
from observing the videos that could be incorporated into future practice.
page 25 in course material.
The submission logically explains how both strategies can be applied in a future Explanation of each CSP strategy in your
B3a
classroom. future classroom.
The submission plausibly explains how students’ caregivers could be involved in the Explanation of caregivers involved in the
B4 execution of the strategies addressed in part B3, including specific examples of how execution of both B3 CSP strategies - with
this would be done. specific examples of each.
Explanation of community involved in the
The submission plausibly explains how the community could be involved in the
execution of both B3 CSP strategies - with
B5 execution of the strategies addressed in part B3, including specific examples of how
this would be done
specific examples of each.
***Community = outside of school/home
Downloaded by harun mburu ()
, Only resources used outside of the
D090/D168 course material require in-text
citations and reference sections
The submission includes in-text citations for sources that are properly quoted, paraphrased,
C: Sources or summarized and a reference list that accurately identifies the author, date, title, and Support available by visiting the writing
source location as available. center website. On the writing center site,
click “view our learning resources”, “view
the complete guide to writing and citing”,
then visit unit 5.
Proofreading is required.
Content reflects attention to detail, is organized, and focuses on the main ideas as Support available by visiting the writing
D: Professional prescribed in the task or chosen by the candidate. Terminology is pertinent, is used
correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar
center website. On the writing center site,
Communication
promote accurate interpretation and understanding. click “view our learning resources”, “view
the complete guide to writing and citing”,
then visit unit 3.
Downloaded by harun mburu ()
