|
|
|
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 |
Use a rubric 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 |
| Research
the ancient Aztec culture. |
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
|
| Research
when horses were introduced to North America and how this influenced
the Aztec's assumptions upon Cortez's arrival |
Find and cite credible,
reliable Internet resources
Add data, images, and
sources to working file from research
|
Knowledge
Application
|
Observation |
Verbal
Question / Answer
|
| Come to
group consensus about how the Aztec probably reacted to Cortez's
arrival and why that resulted in the conquest of the Aztec nation. |
Discuss factors, debate
theories and come to a group consensus
|
Knowledge
Analysis
|
Observation
Discussion
|
Verbal
Question / Answer
|
| Create a
PowerPoint to present findings and answer the research question. |
Use images to illustrate
narrative
Create an effective
presentation
|
Knowledge
Application
|
Rubric
|
Checklists
Verbal
|
| Make a live
group presentation over ITV equipment |
Carry out individual
assigned duties.
Monitor equipment and
make necessary adjustments.
|
Comprehension
Knowledge/Application
|
Rubric |
Verbal
Coaching
|
| Teacher
Goals |
| Develop
confidence in integrating technology into instruction |
Provide a PPT template
for student use.
Monitor students as
they work on the PPT. 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. |
|
|
|
PowerPoint
Presentation Rubric
|
|
Criteria
(Objective or performance)
|
Level
and Associated Score
|
Score
Received
|
|
4
|
3
|
2
|
1
|
| Introduction |
Presents
the overall topic and utilizes some hook to draw the audience
into the presentation.
|
Is
clear and coherent and presents the topic.
|
Shows
some structure but does not create a strong sense of what is
to follow. May be overly detailed or incomplete and is only
somewhat appealing to the audience.
|
Does
not orient the audience to what will follow.
Does not appear interesting
or relevant to the audience.
|
|
| Content |
Clear
and concise with a logical progression of ideas and supporting
information.
Gives
the audience a clear sense of the project’s main idea.
Information is accurate, current
and culminates in a logical conclusion backed by facts presented.
|
Written
with a logical progression of ideas and supporting information.
Includes persuasive information
with no discrepancies.
|
Vague
in conveying a point of view and does not create a strong sense
of purpose.
Includes some persuasive information,
but few facts.
Some information may not seem
to fit or are contradictory.
|
Lacks
a clear point of view and logical sequence of information.
Includes little persuasive information
and only one or two facts about the topic.
Information is incomplete, out
of date and/or incorrect.
Sequencing of ideas is unclear.
|
|
| Text
Elements |
Fonts
are easy-to-read and point size varies appropriately for headings
and text.
Use of italics, bold, and indentations
enhances readability.
Text is appropriate in length
for the target audience and to the point.
The background and colors enhance
the readability of text
|
Fonts
are generally easy-to-read, but in a few places the use of fonts
or text effects or font-color or background detract and decrease
readability |
Overall
readability is marginal. Lengthy paragraphs or poor choices
for font or background color or busy background or overuse of
text effects or lack of appropriate indentations of text make
reading difficult.
|
Text
is extremely difficult to read with long blocks of text and
small point size of fonts, inappropriate contrasting colors,
poor use of headings, subheadings, indentations, or bold formatting. |
|
| Layout |
Visually
pleasing and contributes to the overall message with appropriate
use of headings, subheadings and white space. |
Uses
horizontal and vertical white space appropriately, but could
be more aesthetically pleasing. |
Shows
some structure, but appears cluttered and busy or distracting
with large gaps of white space or uses a distracting background. |
Cluttered,
confusing, and does not use spacing, headings and subheadings
to enhance the readability. |
|
| Graphic
Images |
Graphics
all high-quality, appropriate to audience, and enhance the overall
theme. |
Most
graphics assist in presenting the content and are acceptable
in quality. |
Some
graphics are irrelevant of a quality that detract from the theme
or presentation of content. |
Graphics
are poor-quality or unrelated or not appropriate to content. |
|
| Presentation |
Technical
Points
|
|
|
30
|
20
|
10
|
5
|
|
| All participants
were prepared, spoke clearly, and handled their assigned parts
in a manner than enhanced the presentation. |
Most
participants were prepared, spoke clearly, and handled assigned
parts in an acceptable manner. |
Some
participants were unprepared or had to repeatedly refer to notes.
Some participants did not speak clearly enough to be understood. |
Several
participants were unprepared or ill-equipped for the presentation.
Speaking was difficult to hear or understand and detracted greatly
from the effectiveness of the presentation. |
|
Presentation
Points
|
|
|
Total
Points
|
|
