|
|
|
Objectives
|
What
(Tasks, Strategies, Instruments)
|
How
(Process & Frequency)
|
Why
(Tools)
|
| To enable continuous/frequent
feedback between instructor and students |
Observations
Questions
|
Observe groupwork each day
Ask
probing questions as appropriate to help students to "think
outside the box"
Make suggestions for further
research.
|
Provides monitoring and guidance
help students stay focused.
Provides constant feedback that
allows students to know if they are heading in the right direction.
Challenges student to dig deeper
and think critically as they work..
|
| To encourage students
to reflect on their learning progress and achievement |
Checklists |
Provide a checklist
at the beginning of the project for students to monitor their
own progress and verify completeness of their work |
Encourages independent thought
and self-regulated work.
Provides students with reassurance
that they are on the right track.
|
| To determine student
learning progress and achievement |
Rubrics for individual
and group work |
Students will use their checklists
to evaluate progress during the course of the project (daily).
Use rubric to evaluate individual
work and group presentation upon completion of the lesson.
|
Keeps the project flowing smoothly
toward completion.
Encourages each group member
to be responsible for shared work.
Provides a standard means to
evaluate work.
|
Part
2: Assessment Strategies
|
|
Learning
Goals
|
Nested
Objectives
|
Type
of Learning
|
Assessment
Strategies
|
Feedback
Strategies
|
| Student
Goals |
|
Recognize cultural
celebrations that are unique and different than American celebrations..
Acknowledge ways to
honor cultural celebrations in countries where those occasions
are not normally celebrated.
|
Find and cite credible,
reliable Internet resources.
Create a working file
to store data and images as well as sources from research
|
Knowledge
Application
|
Observation |
Verbal
Coaching
|
| Construct
a personalized alter to demonstrate one aspect of the Dia de
los Muertas celebration. |
Identify appropriate
artifacts. Gather artifacts and design the alter
|
Knowledge
Analysis
|
Observation
Discussion
|
Verbal
Question / Answer
|
| Take digital
photographs of each alter and write up a script to identify
each artifact and explain its significance to the honored person. |
Take photos and manipulate
if needed.
Write a script.
|
Knowledge
Application
|
Rubric
|
Checklists
Verbal
|
| Participate
in a presentation via ITV equipment to exhibit, explain and
elaborate on individual after projects. |
Carry out individual
assigned duties.
Monitor equipment and
make necessary adjustments.
|
Comprehension
Knowledge/Application
|
Rubric |
Verbal
Coaching
|
| Teacher
Goals |
| Increase
level of technology integration into current curriculum. |
Monitor students as
they take pictures.
Ask questions and/or
make suggestions as they work.
|
Knowledge
Application
|
Rubric |
Verbal
Coaching
|
| Implement
Student-centered instructional strategies |
Ask thought-provoking
questions.
Test conclusions
|
Analysis
Synthesis
|
Checklists
Discussion
|
Question
/ Answer |
| Facilitate
classroom management and group work to ensure diverse learners
utilize time and resources effectively. |
Redirect student work
Understand learning
styles
|
Knowledge
Application
|
Observation
|
Verbal
Coaching
|
| Mentor
Goals |
| Apply effective
mentoring strategies to guide teacher through planning and implementation
of lesson |
Use precise questioning
techniques s
Develop effective coaching
techniques
Cultivate trust and
build relationship
|
Collaboration
Questioning
Reflection
|
Cognitive Coaching
Self-Assessment
|
Teacher feedback
and evaluation |
| Provide
technical and instructional support and encouragement for teacher |
Be intuitive to what
would be helpful but not intrusive to the classroom teacher.
Model best practice
skills daily
|
Affective
Application
|
Cognitive Coaching
Self-Assessment
|
Teacher feedback
and evaluation |
Part
3: Assessment Instrument
|
| The rubric
below will be used to evaluate the final group presentation
that is the ultimate end-product of this lesson. |
|
|
|
Presentation
Rubric
|
|
Criteria
(Objective or performance)
|
Level
and Associated Score
|
Score
Received
|
|
20
|
15
|
10
|
5
|
| Alter |
Contains
more than 4 artifacts. Each artifact is well placed and occupies
individual space for presentation. Very aesthetically pleasing
result. |
Contains
more than 3 artifacts. Artifacts are arranged in an organized
manner, but the overall presentation could have been better. |
Contains
2-3 artifacts or artifacts do not enhance the overall appearance.
Placement of the artifacts was haphazard and aesthetic did not
enhance appearance of the alter. |
Contains
only 1 or 2 artifacts. Artifacts are not well-placed. Aesthetic
were never considered. |
|
| Digital
Image Print |
Image
is well blocked and lighted. All artifacts are clearly visible
and occupy individual spaces. Image is crisp and clear and large
enough to be viewed.
|
Image
shows signs of organization, although some of the artifacts
are hard to see or identify in the photo. Image is of good quality.
|
Artifacts
are hard to identify or some are not visible or identifiable
in the photo. Image is of fair quality.
|
Not
all artifacts are identifiable. Poor quality of image.
|
|
| Script |
Clear
and concise wording. The script follows a logical sequence of
order as each artifact is fully identified and described, telling
the significance of that object to the honoree.
|
Written
with a logical progression of ideas. Artifacts are identified,
but their significance is not well described.
|
Written
with little regard to order or logic. Artifacts are incompletely
described and their significance is not evident from the script.
|
Script
is not organized and contains inaccurate or incomplete information.
|
|
Individual Presentation |
Technical
Points
|
|
|
40
|
30
|
20
|
10
|
|
| Participant
was prepared, spoke clearly, and handled their assigned parts
in a manner than enhanced the presentation. The picture enhanced
their presentation. |
Participant
was somewhat prepared, spoke clearly, and handled assigned part
in an acceptable manner. The picture enhanced their presentation. |
Participant
was unprepared or had to repeatedly refer to notes or forgot
parts. Did not speak clearly enough to be understood. The picture
was confusing and did not enhance the presentation. |
Participant
was unprepared or ill-equipped for the presentation. Speaking
was difficult to hear or understand. The picture detracted from
the effectiveness of the presentation. |
|
Presentation
Points
|
|
|
Total
Points
|
|
