Communicate Objective: How many of you have been teased about something you have no control over. You get called names or get poked fun of because of something you did of said or just because you might be a bit different than the others. In appropriate language and stereotyping labels really hurt others feelings. We will identify language that can be hurtful to people with impairments and learn how to show them the same respect and dignity as anyone else. We will also try to put ourselves in their shoes for a short time to see how we handle difficulties and how others react toward us.

Teacher Input: Answer true and false questions for students.

1. False - Just like you, children with disabilities need to be in the best learning environment possible. It is possible for all disabled children to be integrated into a regular school setting.

2. False - Speech impairment often is caused by damage to the vocal chords, stroke, deafness, or cerebral palsy - causes that do not necessarily affect intellectual functioning.

3. False - Most people with disabilities prefer being with both non-disabled and disabled people. The greatest need it to be accepted as a person like everyone else.

4. False - Some disabilities can be caused by disease. Others are the result of an accident, genetic factors, prenatal damage, or a number of unknown causes.

5. False - When a person id deprived of one sense, he/she learns to compensate by relying on other senses for perception. Blind people do not have a better hearing mechanism, but have developed better or more sensitive hearing skills.

6. True - Because a person has mental retardation does not mean that he/she can't learn. It does mean that often he/she cannot learn as quickly and often needs special help to learn new things.

7. True - People with disabilities do want to be treated like everyone else. Pity does not help people feel good about themselves. Most people with disabilities want other people to learn to accept their disability as they have and then to help them get on with living life to the fullest.

8. False - Most people with disabilities would rather explain their handicapping condition and help people understand it rather than have people stay at a distance because they don't understand. There are polite ways of asking a person about his/her disability.

Describe for the students the difference between disability (the limitation imposed by a physical or mental impairment) and handicap (the limitations imposed by society's reaction to disability). One of the biggest slogans for the National Association for Retarded Citizens is "Your attitude is my biggest handicap."

Discuss with students how society has viewed people with impairments as dehumanizing using stereotypes that diminish self-esteem.

Guided Practice: Make a chart of the board of appropriate words and inappropriate words when talking about people with impairments. Discuss feeling or other types of negative connotations that may go along with these words.

Independent Practice: Divide students into groups by numbering them off for each station. Allow 7 to 1 0 minutes for each station.

Objectives: · identify objects by using senses other than vision · brainstorm ways of assisting blind students Materials: blindfolds, pencil, and paper, items to simulate other four senses.
Activities: Name the five senses. What disability does a person have who has limited vision. Blindfold participants and present one item form each sense area. Make sure that each student has had a chance to experience all four sense areas. Tell students to raise their hands when they have identified their item to be given the next one. When all items have been presented, have participants remove their blindfold. Have them write how they felt during the activity. Stress the ways blind people can compensate for loss of vision with other senses. Have them think of ways a blind or severely visually impaired student could function in this school and ways in which they could make the building and classroom more accessible for these students. Communication Station

Objectives:  Name and give examples of several verbal and nonverbal communication systems used by most people.

Identify ways to communicate by using alternative communication systems. Materials: paper and pencil, cards telling students what they need to communicate to each other with out speaking.

Activities: Have students write down ways in which we communicate with each other.(ex. Facial expressions, gestures, signals, etc.) If you wrote a message on a piece of paper would... 
Your infant brother or sister understand it? 
Someone living in a foreign country understand it? 
What if I couldn't see, how would I understand what you wrote? What if I could not hear how would I understand the message? What if you brought me some ice cream and I could not see or hear, how would you communicate to me that it was on the table? Directions on cards 1. Read aloud "Tell me what I am doing." Gesture
a. come
b. goodbye
c. stop
2. Read aloud "Show me without speaking:"
a. that you want to ask your teacher for a question.
b. that you want to show somebody that their pencil fell on the floor
3. Read aloud "How do you get someone's attention if they can't see you or hear you?" then turn you back to the participant. 

Locomotion Station
Objectives:
State several wheelchair safety rules.
Name several problems encountered by wheelchair and walker users Materials-. at least two wheel chairs, one athletic model and one standard, walkers, three traffic cones, sign with safety rules 

Activities: Allow students to take turns running the obstacle course using wheelchairs and walkers or use naturally occurring school or classroom obstacles. 
While students are using the equipment, others can identify problems with access for persons using these devices in their school. (ex. Reach water fountain, cafeteria counters, playground, and doorways) List ways to make these more accessible. 

Role-play 
a. Two people talk about the person in a wheelchair. How does it feel to be treated as though you weren't present? 
b. One student pushes another without talking and backs their face into a corner. How does it feel to be treated as if you were helpless and passive? 
c. Push a student in a wheelchair and "park" the chair so that the student is facing a wall or away from others. How does spatial arrangement affect communication? 

Mental Retardation Station
Objectives: State how they feel after experiencing the results of failing to meet our cultural norms for "smartness" and speed. State several ways in which cues/tack analysis help us learn. 
Materials: 15 small objects, paper, and pencil, cloth to cover objects 
Activities:
Tell participants that you are going to test them to see how smart they are. Tell them you want them to write down all the objects you show them.

Test 1 - Put objects in a pile. Give them at least 15 objects and about 15 seconds to look at them. Cover the objects. Tell them to write down all the items they saw. 
Test 2 - Take away five objects. Make sure they are not in a pile. Only give them five seconds to look at the objects. Cover the objects. Tell them to write down what they saw. 
Test 3 - Show people seven objects. Give them 1 0 seconds to see the objects. Tell them to write down what they saw. 
Test 4 - Group seven different objects according to some type of category and allow them to look at them for 10 seconds. Tell them to write down what they saw. 

Have them write how they felt after Test I ? Test 2? Etc. How was the test made easier'? Was the test fair? 

Evaluation: Group discussion How did you feel as you went through the stations? Were any activities particularly difficult? Why? What did you learn from these activities? How are people with impairments the same as those without impairments? Will you act differently toward the next impaired person you meet? If so, what will you do differently? How did these activities affect the way you feel about the severely impaired students in your school? Allow time for questions students may have about impaired student's particular needs.

Extension/Follow-up: Have students perform an accessibility survey of the school. Students could work in pairs to check out the school building and/or other community sites. Continue to add to their journals on disability awareness. Students can write or draw their reactions to the learning stations. For example, choose on station, describe your feelings as you went through the activities, tell how you are like and unlike a person with that impairment, list things to remember when interacting with a person with impairments.

Afflicted - Very negative and a definite downer! Person who has or is affected by is much better. Cerebral Palsie - Sounds like an inanimate object instead of a person. Why not person or people with cerebral palsy.

C.P. - OK to describe the condition but not a person. This puts all people in a neat little package and deposits them in a file drawer. Please use who has or who have cerebral palsy when referring to people.  
Crippled or Cripple -  This paints a mental picture no one want to look at.  
Disease -  Cerebral palsy is not a disease. People with cerebral palsy are as healthy as anybody else. Better to say condition. 
Drain and Burden -  We wouldn't touch these two words with a 10-foot pole. Added responsibility is much better.  
Poor -  Physical disabilities have nothing to do with how wealthy someone is. Love and self-esteem are priceless qualities. A person's character determines the richness of his or her life.
Suffers from -  If someone with a disability is independent and copes with life as well as most of us, then this phrase definitely doesn't apply. 
Unfortunate -  What's unfortunate is that this word is often used to describe people with physical disabilities. Don't offend with this one.  
Victim -  A person with physical disabilities was neither sabotaged nor necessarily in a plane, train, or car crash. There's no way to rephrase this one!  
Wheelchair Bound -  Leaves the impression that the wheelchair user- a better description - us glued to his or her transportation.  
This list is provided as a public service by United Cerebral Palsy. Your help is needed to keep people with cerebral palsy and other disabling conditions from sounding pitiful, inhuman, of like beings from outer space. People with cerebral palsy and other disabilities have the same rights as everyone else in this world - to fall in live, to marfy, to hold down a competitive job, to acquire an adequate and appropriate education. Above all, they have a right to self-esteem. You can insure these rights by referring to the disabled in terms that acknowledge ability, merit, and dignity.

Over the ages, disabled persons have been dehumanized in many different ways. Some of the stereotypes, which have been used to label disabled people, persist in the mind of the public even today. Viewing a disabled person or group of disabled persons according to a stereotype limits what we expect of them and how we respond to them. This should become clearer as we discuss some of the "historical" stereotypes. 
1. The disabled person as a "menace. 
Between 1870 and 1925, all persons with disabilities were linked with poverty, crime, and promiscuity and were seen as contributing to the decline of civilization. Mentally retarded individuals in particular were viewed as "threats" to society. This view led to segregation, imprisonment, persecution, and even destruction of thousands of disabled persons. Placement in large custodial settings or "asylums." As they were called then, was common. Sterilization was widely used to prevent the "spread" of social problems through heredity. 
2. The disabled person as an "object of dread." This view stems from the time when leprosy was a common dreaded disease. The first institutions were built in Europe to house lepers. These prison-like buildings were placed well outside the cities, often on hilltops for the clean air. When leprosy declined, the "leprosariums" were quickly filled with society's misfits, disordered, and disabled persons. The image of dread that society held for lepers was transformed to the disabled. 
3. The disabled person as "sub-human." This view us still encountered today, particularly where very severely disabled persons are concerned. Such persons are often compared with "animals" and 'vegetables." Simple amenities such as heat and regulation of water temperature may be ignored because the disabled person is thought to be insensitive to heat or cold. 
4. The disabled person as an object of "pity" or "charity." Until recent years, services (from education to clothing) were given to disable people out of pity or a sense of charity. Disabled persons were even placed in the position of having to beg for survival. The pity and charity approach is still used in public fundraising campaigns. 
5. The disabled person as an "object of ridicule." Those who remember the movie Charlie or the book "Flowers for Algemon'will recall how the mentally retarded main character was the but of frequent and humiliating jokes from co-workers. The appearance of disabled persons in "freak shows' and circuses also illustrated this point. Historical novels show that disabled people were used as fools, court jesters, or clowns. 
6. The disabled person as a "holy innocent." This view characterizes the disabled person as a "holy innocent," a "Child of God," a "special messenger." A divine reminder to man of his sins, but someone who is himself incapable of sin and therefore not responsible for his own actions. 
7. The disables person as an "eternal child." The most common current misconception of person with mental retardation is that, mentally, they are children forever. The tendency, then, is to expect them to behave like children. For example, an eighteen year old man may be expected to play with the same toys as a six year old when, in fact, he could be playing sports and learning vocational skills. Clothes, books, and possessions that are really more appropriate for children are often given to disabled adults, thus reinforcing the juvenile stereotype. 
8. The disabled person as "sick." A final stereotype, and one which is also common today, is the view of the disabled person as sick - often mentally sick. This had led to an emphasis on medical treatment in hospital settings. Some disabilities, such as epilepsy, can be treated and controlled by drugs, but it is unrealistic to expect most disabilities to be totally overcome of "cured." Even so, all disabled persons can be helped through better services and opportunities to achieve a measure of independence. Great emphasis should be, and is being put on education and rehabilitation, schools, vocational centers, and residential services. These nonmedical services are more appropriate and will, in the long run, produce more direct benefits to the disabled individual and to society. 

The disabled person as a citizen and developing individual. Fortunately, the old, degrading stereotypes are being replaced by a positive view of disable people. The disabled person is increasingly seen as a citizen, entitled to full protection, rights, and privileges under the law. He/She is also entitled to the same services, opportunities, and benefits as other people.

Secondary Lesson Plan (#1054868)

Proficient Score (12-16)

Competency 19 - Multicultural Diversity

Brief description of lesson:
This is a fictitious 11th and/or 12th grade lesson on multicultural American literature to a class comprised of both white and Hispanic students.

Multicultural/diversity objective:
Students will analyze a variety of pieces of literature to identify common threads among them, as well as the diverse nature of each ethnic and/or cultural group. Students will discuss the need for tolerance and understanding between among various racial and ethnic groups.

What makes this a multicultural/diversity objective?:
The multicultural/diversity objective in this lesson focuses student attention on the that can be found among various ethnic and cultural backgrounds represented in the literature. The lesson seeks to reinforce the need for tolerance and understanding.

What makes this an example of an inclusive teaching strategy for a diverse classroom?
By asking students to compare and t their reactions to the individual pieces, this allows students to discuss not only the diversity within the literature but it also give students a chance to discuss the diversity between and among themselves in the classroom community.
By asking students to write and share their own diversity, this opens the door for students to communicate about diversity on a personal level. The reflection questions, that students will answer after the presentations, will help each student ponder what they have learned about diversity and the need for tolerance.

Given your lesson plan and content, what services did or would you provide for non-English speaking students in this classroom?
Non-English speaking students would require a translator in order to read and understand the pieces of literature. I would take special care to see that this student's voice is heard regarding how it feels to be different. Other students could learn a great deal about how their world is perceived by hearing from a student living in a world that he or she does not fully understand. This would help other students comprehend the need for tolerance and understanding classroom.

Multicultural Diversity lesson

A. Getting students ready for the lesson

1.Outcome (share with the students) 
Students will analyze a variety of pieces of literature to identify common threads among them, as well as the diverse nature of each ethnic and/or cultural group. Students will discuss the need for tolerance and understanding between and among various racial and ethnic groups. 

2.Entry/anticipatory set
"Don't Laugh at Me" by Mark Wills (The words appear at the end of the lesson.) 
Questions: 
What's the message for each of you? 
What is the author of this song trying to say to everyone? 
Can anyone define diversity? 
Can anyone define tolerance? 
Does anyone know what multicultural means? 

Today we are going to read a several pieces of literature from a diverse group of authors. Your task is to consider the message in this song when you read the pieces. We are going to get into groups and each group will answer a series of questions regarding their particular piece of literature. When you finish, we will come back and share as a class what you found out. 

B. Instructional input and divergent questions to ask students
I. Group of approximately 3 or 4 students will select one of the pieces listed below. Students will be given a brief introduction to the pieces so that each group may select a piece that the group finds interesting, however, each group must choose a different piece. 

Group members will take turns reading the piece out loud, stopping to discuss whenever someone has a question or a comment.

II. See attached list of questions 
III. Whole class discussion 
IV.Assignment 

C. Evaluation
4. Check for understanding
As groups read and discuss, I will be walking around the room offering suggestions and helping students stay on task. 
5. Guided practice
Groups answering the questions together will serve as guided practice. 
6. Independent practice (homework) 
Write a short story or poem that discusses your personal diversity. You may use the questions from today as a guide. You will be asked to share and discuss your creation with the other members of your group. Each member will answer some reflection questions following the presentations. 
7. Closure
Can someone give us a recap of what have we learned today? We must work hard to remember that every person has a story and that story plays a role in who that person is today. 
8. How will the student be assessed either now or at a later date?
Students will be assessed as they work in groups. Students are expected to participate in the reading and discussion. In addition, students are expected to participate in the whole class discussion. Students will also assessed based upon the written piece assigned as homework. Finally, as part of their unit test, students will be provided with a short piece of literature. Students will be asked to discuss the impact of diversity within the story. 

Possible selections for the groups: 
1. Gish Jen - excerpt ftom In the American S@et : "His Own Society" (page 2803) This piece addresses white racism toward Asian-Americans: 
2. Janice Mirikitani - po@'@breaking Tradition" (page 3095)This poem discusses the powerlessness of being a woman in American society. 
3. Bharati Mukherjee - "A Wife's Story" (page 3105)This piece discusses an Indian woman's transformation when she comes to the U.S. to study. 
4. John Okada - from No-No BLDY: Chapter 6 (page 2193)In this piece we encounter a child of Japanese heritage during World War 11.
5. Martin Luther King - I Have a Dream (page 2483) This piece contains the famous quote regarding Dr. King's hope for his children's future. 
6. N. Scott Momaday - from The Way to Rainy Mountain (page 2723)Momaday introduces the reader to the American Indian concepts of sacredness, beauty, and harmony.

"Don't Laugh at Me"
(performed by Mark Wills and written bv Allen Shamblin and Steve Seskin)

I'm a little boy with glasses
The one they call the geek
A little girl who never smiles
'Cause I've got braces on my teeth
And I know how it feels
To cry myself to sleep
I'm that kid on every playground
Who s always chosen last
A single teen-age mother
Tryin' to overcome my past
You don't have to be my friend
But is it too much to ask

Don't laugh at me
Don't call me names
Don't get vour pleasure from my pain
In God's eyes we're all the same
Somedav we'll all have perfect wings
Don't laugh at me

I'm the cripple on the corner
You've passed me on the street
And I wouldn't be out here beggin'
If I had enough to eat
And don't think I don't notice
That our eyes never meet
I lost my wife and little boy when
Someone crossed that yellow line
The day we laid them in the ground
Is the day I lost my mind
And fight now I'm down to holdin'
This little cardboard sign ... so

Don't laugh at me
Don't call me names
Don't get your pleasure from my pain
In God's eyes we're all the same
Someday we'll all have perfect wings
Don't laugh at me

I'm fat, I'm thin, I'm short, I'm tall
I'm deaf, I'm blind, Hey aren't we all
Don't laugh at me
Don't call me names
Don't get your pleasure from my pain
In God's eyes we're all the same
Someday we'll all have perfect wings
Don't laugh at me

Group members names: 
Title:
Author:
Date:
Block:

What is your group's reaction to this piece?
What makes this piece multicultural in focus?
How does diversity play a role in the conflict in this piece?
How would things be different or would things be different if the persons in the story were all white?

In what ways are the people in the story like each of you? What kind of emotional reaction does the piece prompt in each of you? What lesson can we learn from the piece? List similarities you find between the characters in the story and you:

Appendix D

Analytic Exemplars

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student-teacher may be functioning at this level.

Description of an Incomplete Score: The student teacher has an objective, but the objective is not applied with a multicultural interest. The student teacher may have had a lesson plan already established and appears to merely "add-on" to make it appear multicultural. They may not have developed the lesson plan with a multicultural intention. They may not have intended to develop the lesson plan with a multicultural emphasis at the onset.

Example #1: A student teacher who wants: "To relate the culture of the Hispanics to math class."

Target population: Secondary
His/her objective: "To find the volume of pyramids and circular cones."
His/her content: "Find the volume of the rectangular prism with the same dimensions as the pyramid of the Quetzeacoat?"
His/her reasoning appeared to be: "Because pyramids were in Mexico, they are relating to another culture."

Example #2: A student-teacher who wants to "allow the ESL students a chance to show off their heritage and share their knowledge."

Target population: Elementary
His/her objective: "To identify member instruments in the families while listening to an orchestral excerpt."
His/her content: "Learn the punctuation to the Spanish song... name four types of instruments in Spanish and English... discuss the similarities between the instruments within one family."
His/her reasoning appeared to be: "Not one student in the class is left out of the lesson. There is an opportunity to learn.".

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of an Unsatisfactory Score: The student teacher’s lesson plan has a multicultural interest, but it is either: a) not of significant importance, or b) is trivial (e.g., food day or making beads). The lesson plan does not actively involve students and is merely teaching factual information rather than beliefs or skills applicable to human interaction. The lesson plans that contained stereotypes or bias in the content also earned an unsatisfactory score.

Example #1: A student teacher who wants to "allow the students to see how Black Americans have impacted their lives."

Target population: Elementary
His/her objective: "The students will be able to list three reasons why George Washington Carver is important."
His/her content: "Read the story of Carver... let everyone eat peanuts... the class will plant peanuts."
His/her reasoning appeared to be: "By thinking about what peanuts are used for, the students will be allowed to see how Black Americans have impacted their lives."

Example #2: A student teacher who wants learners "to understand the culture of the Renaissance time and to develop an appreciation for the connection that can be seen between literature, music, art, and religion."

Target population: Middle-Secondary Education
His/her objective: "To allow students to visually see the culture as well as to become part of it by participating in the activity."
His/her content: "Think about the Renaissance time... listen to music... view a staged scene from the Renaissance... look at slides depicting the Renaissance time period."
His/her reasoning appeared to be: "By being comfortable, listening to music, and looking at pictures, the students can understand the concept of the Renaissance and its relation to society."

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of a Developing Score: The student teacher’s objectives clearly focus on multicultural interests and is a central part of the lesson. The lesson plan begins to incorporate student attitudes and beliefs. However it still only communicates factual information of cultures, and lacks the synthesis of reflection and thought required to globalize the material for human interaction applications.

Example #1: A student-teacher wants to "address a culture that is different than that of the majority of the class [Mexico]."

Target population: Elementary
His/her objective: "Students will be able to list two differences between the U.S., count 1-10 in Spanish, and list their colors in Spanish."
His/her content: "Mexico is like the United States... depending on what part of Mexico you are in, you will see different things... Another difference in Mexico is the types of sand... we are going to learn Spanish words."
His/her reasoning appeared to be: "By learning words, examining similarities and differences and differences between the U. S. and Mexico by using visual aids, all students will leave knowing more about the culture than before."

Example #2: A student teacher in physical education wants learners to "be knowledgeable in the history of sports played in other parts of the world."

Target population: Secondary
His/her objective: "Know that religious and philosophical ideas have been forces throughout history and cultural expression reflects a society’s history and beliefs."
His/her content: "What skills does it take to play the sports you enjoy? What sports are popular in other countries?... Aztec Indians [sic] played a game which is a combination of [sports familiar to students]... [actual engaging in the ancient sport]... What are some of the skills needed to be a player in this sport?"
His/her reasoning appeared to be: "By relating the game to current familiar sports, the culture’s history, playing the sport, and an examination of the skills needed to become a player, students will become aware how religious and philosophical ideas have been forces in history."

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of a Proficient Score: The student teacher has a clear, original, MC focus and it is a central part of the lesson. The objectives are elevated above factual information to include active involvement of students, and apparent efforts are made to overcome stereotypes and group/culture bias. The information is used and shared with classmates and potentially through outside interactions, or synthesizes personal reflection and thought. Some lesson plans placed in this category also included developmental adaptations.

Example #1: A student teacher wants students to "take a common thread and allow each child to share with the group... to help build community and celebrate similarities and differences."

Target population: Elementary Education
His/her objective: "Sharing the diversity of families and traditions in an open, non-judging way... each child is welcomed and encouraged to tell us all about themselves."
His/her content: "Each student will construct a poster using their family photographs... identify which state or country their relatives live... write about one of their family traditions... present posters and creative writing to the class."
His/her reasoning appeared to be: "By discussing each student’s families and traditions, students realize that everyone is both similar and different, and each of these characteristics is special and unique."

Example #2: A student teacher who wants "to increase communication between group members through a survival activity following a lesson on the Diary of Anne Frank.

Target population: Secondary
His/her objective: "Student had to develop a plan to go into hiding, listen and appreciate the ideas and opinions of their peers, and identify challenges the Frank family faced as they went into hiding."
His/her content: "Introduce The Diary of Anne Frank... group members are assigned to play specific ‘characters’ to role-play... develop a plan to co-exist peacefully with situational constraints like food rations, limited times of movement... and not be ‘discovered’ by other teachers and student."
His/her reasoning appeared to be: "By role-playing different characters and developing a survival plan under situational constraints, students learn to empathize with the characters in the book, learn to listen to one another, and communicate their own ideas in constructive ways."

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of an Incomplete Score: The student teacher has not followed the prescribed lesson plan format ( one of the following is missing from his/her lesson plan: objective, content, procedure, evaluation/assessment). The student teacher may not have adequately addressed the objective, content, procedure and evaluation/assessment link within the lesson plan.

Example #1: The student-teacher addresses the objective and procedure, but does not include an evaluation or assessment component in the lesson plan.

Target population: Secondary-Middle Education.
His/her objective: "Students will gain a better knowledge of the hardships of war."
His/her content: "Pass out the play part for the play Making Georgia Howl...read play"
Assessment Component: None given

Example #2: The student teacher addresses the objective and procedure, but does not include an evaluation or assessment component in the lesson plan.

Target population: Elementary Education
His/her objective: "Students will have fun while recognizing that children from other cultures have games similar to games in the US...Students will make a connection that our cultures are different, but are also the same in many ways."
His/her content: "Prior to game day we will study communities around the world...point out similarities and differences in these communities...then play games around the world...discuss similarities and differences."
Assessment Component: None given

Although the entire lesson plan was considered as a whole when scoring each individual factor, the following excerpts could be indicators or evidence that a student teacher may be functioning at this level.

Description of an Unsatisfactory Score: There is a weak or unclear link between the objective, activity, and assessment. The assessment is cursory or inaccurate and only a few students are assessed (e.g. asking only the group leaders about understanding). The objectives are vague and difficult to measure.

Example #1: The student teacher reads to the students to teach them about the life struggles of slaves (a vague and somewhat difficult objective to measure). The assessment is not in-depth (i.e., calling on students), not connected with the objectives (i.e., increasing awareness) and it is limited in scope (i.e., only assessing some students).

Target population: Elementary Education
His/her objective: "Students will listen to A Picture Book of Abraham Lincoln and the first chapter in Meet Addy to increase their knowledge of slavery and the president who enabled it to come to an end. Students will learn the steps in predicting which will help them build thinking skills."
His/her content: "Write prediction on the board and ask students what it means...Tell students we will be making predictions today...I will retell The Little Red Hen, but stop before the ending."
His/her reasoning appeared to be: "Because students are learning about how races other than the white race were treated in the 1880's. The students will learn what life was like for the slaves and the struggles people went through."

Assessment Component: "I will then call on a student to finish the story."

Example #2: The student teacher gives a vague evaluation procedure. The objective is cursory and lacks insight into cultural diversity. The student teacher discusses skin color, but not what it means to each student or to society. The assessment, thus, does not encourage the student to search for individual meaning with the information. This is a case where there is a partial connection between the objectives/activity/assessments (i.e., it could earn the next higher score), but the pedagogy lacks meaning and the assessment produces little insight about student understanding, especially on an individual basis.

Target population: Elementary Education
His/her objective: ‘Students will discover the many shades of skin and that there are more skin colors than black, brown and white."
His/her content: "Students look in mirror to observe own features...match a color to their skin...then draw their facial features...then cut them out and hang their self portraits for comparisons."
Assessment Component: Matching color to a self-portrait.

Although the entire less