Not exact matches
In order to establish
content validity for the instrument, two experts within the teacher education and
instructional technology fields confirmed the legitimacy
of the
indicators and the link between the
indicators and the research in the field
of reflection and electronic environments.
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections
of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress
indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample
instructional modules (with a series
of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic
content more accessible for all students.
Beyond alignment, our editorial reviews provide an in - depth analysis
of each material's
instructional content and design, including multiple
indicators of rigor, focus, coherence and ease
of use.