|
|
|
|
What
tasks, strategies, instruments |
How
the processes, how often? |
Why
how
do the selected tools support your learning goals and the
learning principles guiding your design?
|
| a)
to enable continuous/frequent feedback between you and the students |
Observation
Ask
probing questions |
Continually |
Provide
constant, specific feedback which will pinpoint trouble spots
and encourage success.
Notestar
will fulfill a teacher goal of using technology to facilitate
assessment.
Students
will be responsible for their own learning, but continuous,
specific feedback provides support and encouragement for continued
success. |
| Formalized
project proposal plans will
be submitted and feedback provided. |
End
of 1st class |
| Notestar
files will be reviewed and feedback provided <http://notestar.4teachers.org/>. |
End
of classes 2-5. |
| b)
to encourage the students to reflect on their learning progress
and achievement |
Meet
with team leader.
Ask reflective, probing questions.
Provide needed support and/or resources. |
At
beginning and end of each class. |
Self-monitoring
and specific expectations for team member roles will build
confidence, encourage collaboration, and promote accountability.
Notestar
will fulfill a teacher goal of using technology to facilitate
assessment. |
| Notestar
files will be reviewed and feedback provided <http://notestar.4teachers.org/> |
End
of classes 2-5. |
| Peer
evaluation of team members. |
End
of Class 3 and Class 6 |
| c)
to determine your students' learning progress and achievement |
Observe
progress during class. |
Continually |
Team
evaluating other team websites promotes further learning and
encourages accountability.
Peer evaluation
of team member cooperative skills and work ethic promotes
individual responsibility as well as the teacher team website
rubric evaluation. |
| Instructor
evaluates each website based on the project
rubric. |
Class
7 |
| All
teams evaluate each website based on the project
rubric |
Class
7 |
| Peer
evaluation of team members. |
End
of Class 3 and Class 6 |
| |
| Assessment
Strategies |
| Learning
Goals |
Nested
Objectives |
Type
of Learning |
Assessment
Strategy |
Feedback
Strategy |
Student
Goal
Process information and develop a deeper understanding of
cultural aspects of France that drew them to study the language
and a region of France and its various cultural aspects and
traditions. |
Find
and cite credible, reliable print and internet resources.
|
knowledge
comprehension
analysis |
Observation
Project
proposals
Notestar
files
Team leader
sessions |
Verbal
Written
Electronic
Verbal |
| Paraphrase,
summarize and include relevant graphics, sound, and video clips
to accurately present information. |
application
analysis
synthesis
|
Student
Goal
Synthesize information into a well-designed comprehensive website
format. |
Practice
basic web editing skills. |
|
Observation
Notestar
files
Team
leader sessions
Teacher
rubric evaluation
Fellow
teams' rubric evaluation
|
Verbal
praise
Electronic
Verbal
Rubric
Rubric
|
| Use
established criteria for effective web design. |
knowledge
application
|
Teacher
Goal
Develop confidence in facilitating student created web pages. |
Create
class project home page and template. |
|
Discussion
Review
created webpages
Observation
|
Verbal
Verbal,
electronic
Verbal, written
|
| Introduce
project template, design criteria, and web page rubric. |
analysis
synthesis
evaluation |
Teacher
Goal
Use instructional strategies that support diverse learners and
address classroom management strategies. |
Understand
various instructional strategies and how they relate to specific
disabilities. |
|
Pre-unit
observation and discussion
|
Verbal |
| Conference
to receive Spec Ed input for students requiring modifications
(gifted, impaired, special needs) |
comprehension
application |
| Secure
equipment, lab, and library reservation and checkout in a timely
manner, as well as effectively managing team rotation on classroom
computers. |
knowledge
application |
Mentor
Goal
Ensure teacher develops needed skills to implement lesson next
time on her own. |
Develop
future plan with teacher that will allow her to teach the lesson,
including technology aspects. |
comprehension
application
analysis |
Self-evaluation
Cognitive
coaching sessions
Teacher
feedback
|
Metacognition
Verbal, written
Verbal
|
| Plan
and carry out pre- and post- technical skills sessions so that
teacher gains confidence to teach alone in the future. |
application
analysis |
Mentor
Goal
Ensure learner-centered instruction takes place to maximize
positive impact on students. |
Draw
connections to previously implemented successful technology
integrated learner-centered lesson. |
|
Self-evaluation
Cognitive
coaching sessions
Teacher
feedback
Team rubric scores
and peer evaluations
|
Metacognition
Verbal,
written
Verbal
Written |
| Explain
the research-based connection between technology integration
and instructional design. |
knowledge
comprehension
application |
| Foreign
Student Exchange French Website Rubric |
| Score:
___________________ |
| Team
Members: |
|
| |
|
| |
|
|
|
4-Great
Dane |
3-Beagle |
2-Poodle |
1-Chihuahua |
Content |
The
site has a well-stated clear purpose and theme that is carried
out throughout the site. |
The
site has a clearly stated purpose and theme, but may have one
or two elements that do not seem to be related to it. |
The
purpose and theme of the site is somewhat muddy or vague. |
The
site lacks a purpose and theme. |
Content Accuracy |
All
information provided by the student on the Web site is accurate
and all the requirements of the assignment have been met. |
Almost
all the information provided by the student on the Web site
is accurate and all requirements of the assignment have been
met. |
Almost
all of the information provided by the student on the Web site
is accurate and almost all of the requirements have been met. |
There
are several inaccuracies in the content provided by the students
OR many of the requirements were not met. |
Learning of Material |
The
student has an exceptional understanding of the material included
in the site and where to find additional information. Can easily
answer questions about the content and procedures used to make
the web site. |
The
student has a good understanding of the material included in
the site. Can easily answer questions about the content and
procedures used to make the web site. |
The
student has a fair understanding of the material included in
the site. Can easily answer most questions about the content
and procedures used to make the web site. |
Student
did not appear to learn much from this project. Cannot answer
most questions about the content and the procedures used to
make the web site. |
Cooperative Work |
Partners
show respect for one another's ideas, divide the work fairly,
and show a commitment to quality work and support for each other. |
Partners
show respect for one another's ideas and divide the work fairly.
There is commitment by some members toward quality work and
support of one another. |
Partners
show respect for one another's ideas and divide the work fairly.
There is little evidence of a commitment toward quality work
in the group. |
Partners
argue or are disrepectful of other's ideas and input. Criticism
is not constructive nor is support offered. The work is mostly
done by one or two people. |
Work Ethic |
Student
always uses classroom project time well. Conversations are
primarily focused on the project and things needed to get the
work done and are held in a manner that typically does not disrupt
others. |
Student
usually uses classroom project time well. Most conversations
are focused on the project and things needed to get the work
done and are held in a manner that typically does not disrupt
others. |
Student
usually uses classroom project time well, but occasionally distracts
others from their work. |
Student
does not use classroom project time well OR typically is disruptive
to the work of others. |
Interest |
The
author has made an exceptional attempt to make the content of
this Web site interesting to the people for whom it is intended. |
The
author has tried to make the content of this Web site interesting
to the people for whom it is intended. |
The
author has put lots of information in the Web site but there
is little evidence that the person tried to present the information
in an interesting way. |
The
author has provided only the minimum amount of information and
has not transformed the information to make it more interesting
to the audience (e.g., has only provided a list of links to
the content of others). |
Copyright |
Fair
use guidelines are followed with clear, easy-to-locate and accurate
citations for all borrowed material. No material is included
from Web sites that state that permission is required unless
permission has been obtained. |
Fair
use guidelines are followed with clear, easy-to-locate and accurate
citations for almost all borrowed material. No material is included
from Web sites that state that permission is required unless
permission has been obtained. |
Fair
use guidelines are followed with clear, easy-to-locate and accurate
citations for most borrowed material. No material is included
from Web sites that state that permission is required unless
permission has been obtained. |
Borrowed
materials are not properly documented OR material was borrowed
without permission from a site that requires permission |
Layout |
The
Web site has an exceptionally attractive and usable layout.
It is easy to locate all important elements. White space, graphic
elements and/or alignment are used effectively to organize material. |
The
Web pages have an attractive and usable layout. It is easy to
locate all important elements. |
The
Web pages have a usable layout, but may appear busy or boring.
It is easy to locate most of the important elements. |
The
Web pages are cluttered looking or confusing. It is often difficult
to locate important elements. |
Navigation |
Links
for navigation are clearly labeled, consistently placed, allow
the reader to easily move from a page to related pages (forward
and back), and take the reader where s/he expects to go. A user
does not become lost. |
Links
for navigation are clearly labeled, allow the reader to easily
move from a page to related pages (forward and back), and internal
links take the reader where s/he expects to go. A user rarely
becomes lost. |
Links
for navigation take the reader where s/he expects to go, but
some needed links seem to be missing. A user sometimes gets
lost. |
Some
links do not take the reader to the sites described. A user
typically feels lost. |
Links (content) |
All
links point to high quality, up-to-date, credible sites. |
Almost
all links point to high quality, up-to-date, credible sites. |
Most
links point to high quality, up-to-date, credible sites. |
Less
than 3/4 of the links point to high quality, up-to-date, credible
sites. |
Spelling and Grammar
 |
There
are no errors in spelling, punctuation or grammar in the final
draft of the Web site. |
There
are 1-3 errors in spelling, punctuation or grammar in the final
draft of the Web site. |
There
are 4-5 errors in spelling, punctuation or grammar in the final
draft of the Web site. |
There
are more than 5 errors in spelling, punctuation or grammar in
the final draft of the Web site. |
Graphics |
Graphics
are related to the theme/purpose of the site, are thoughtfully
cropped, are of high quality and enhance reader interest or
understanding. |
Graphics
are related to the theme/purpose of the site, are of good quality
and enhance reader interest or understanding. |
Graphics
are related to the theme/purpose of the site, and are of good
quality. |
Graphics
seem randomly chosen, are of low quality, OR distract the reader. |
Color Choices |
Colors
of background, fonts, unvisited and visited links form a pleasing
palette, do not detract from the content, and are consistent
across pages. |
Colors
of background, fonts, unvisited and visited links do not detract
from the content, and are consistent across pages. |
Colors
of background, fonts, unvisited and visited links do not detract
from the content. |
Colors
of background, fonts, unvisited and visited links make the content
hard to read or otherwise distract the reader. |
Contact Information |
Every
Web page contains a statement of authorship, school name, and
date of publication/date last edited. |
Almost
all Web pages contain a statement of authorship, school name,
and date of publication/date last edited. |
Most
(75-80%) Web pages contain a statement of authorship, school
name, and date of publication/date last edited. |
Several
Web pages do not contain a statement of authorship, school name,
and/or date of publication/date last edited. |
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