Learnist board project rubric
•Download as DOCX, PDF•
1 like•745 views
This document provides a rubric for evaluating a multimedia project with categories for requirements, content, organization, and presentation. It will be used to grade a student's LEARNIST BOARD PROJECT for Ms. Rechebong's class. The rubric assesses whether all requirements were met, the depth and accuracy of content knowledge, how well organized the material is, and the delivery and ability to engage the audience.
Report
Share
Report
Share
Recommended
Meeting 4 presentation
The document summarizes a professional learning community meeting that discussed implementing writing-to-learn tasks across classes to improve students' reading comprehension scores. They discussed using short writing assignments like silent discussions and analyzing text on three levels. Teachers would develop common prompts and rubrics to assess responses. Goals included refining the assessment criteria, delivering prompts to students, collecting artifacts, and increasing the percentage of reading comprehension questions on standardized tests over time through this strategy. The meeting also addressed developing formative and summative ways to collect data from teachers and students to evaluate the approach.
Matirial evaluation BY WAQAR
There are three ways to develop teaching materials: selecting existing materials, writing new materials, or modifying existing materials. Material evaluation involves judging materials based on defined criteria to determine how well they fit the intended purpose. The major steps of evaluation are defining criteria, subjective analysis of desired criteria, objective analysis of how the material meets criteria, and matching the material to needs. Evaluation provides ideas on both best practices and pitfalls to avoid when writing new materials.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
Implementation
Presentation on Implementation phase on the A.D.D.I.E for an Academic Impressions conference "A Comprehensive Approach to Designing Online"
Material evaluation
In this presentation, a quick simple evaluation is conducted on the Alef Baa Book in teaching elementary Level Students of Arabic.
A Word in Your Lug
The document outlines a workshop on providing audio feedback. It discusses listening to and recording audio feedback, reflecting on the experience, and comparing audio to written feedback. Participants will consider if audio feedback is richer or poorer, what they liked/disliked, and how it aligns with principles of effective feedback. The principles emphasize feedback that facilitates self-assessment, encourages dialogue, helps clarify standards, provides information to close performance gaps, and supports learning and motivation. Guidelines are given for recording audio comments and focusing on style, technique, and areas for improvement.
Standard approaches to material evaluation
The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
Material evaluation esp group 5
It is a presentasion that might help you. It is full of pictures so I hope you might not feel bored to see it.
Recommended
Meeting 4 presentation
The document summarizes a professional learning community meeting that discussed implementing writing-to-learn tasks across classes to improve students' reading comprehension scores. They discussed using short writing assignments like silent discussions and analyzing text on three levels. Teachers would develop common prompts and rubrics to assess responses. Goals included refining the assessment criteria, delivering prompts to students, collecting artifacts, and increasing the percentage of reading comprehension questions on standardized tests over time through this strategy. The meeting also addressed developing formative and summative ways to collect data from teachers and students to evaluate the approach.
Matirial evaluation BY WAQAR
There are three ways to develop teaching materials: selecting existing materials, writing new materials, or modifying existing materials. Material evaluation involves judging materials based on defined criteria to determine how well they fit the intended purpose. The major steps of evaluation are defining criteria, subjective analysis of desired criteria, objective analysis of how the material meets criteria, and matching the material to needs. Evaluation provides ideas on both best practices and pitfalls to avoid when writing new materials.
PD2 reform practices
Teachers participate in professional development session where the focus is using the mathematical practices to teach CCSS to develop conceptual and procedural knowledge in students.
Implementation
Presentation on Implementation phase on the A.D.D.I.E for an Academic Impressions conference "A Comprehensive Approach to Designing Online"
Material evaluation
In this presentation, a quick simple evaluation is conducted on the Alef Baa Book in teaching elementary Level Students of Arabic.
A Word in Your Lug
The document outlines a workshop on providing audio feedback. It discusses listening to and recording audio feedback, reflecting on the experience, and comparing audio to written feedback. Participants will consider if audio feedback is richer or poorer, what they liked/disliked, and how it aligns with principles of effective feedback. The principles emphasize feedback that facilitates self-assessment, encourages dialogue, helps clarify standards, provides information to close performance gaps, and supports learning and motivation. Guidelines are given for recording audio comments and focusing on style, technique, and areas for improvement.
Standard approaches to material evaluation
The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
Material evaluation esp group 5
It is a presentasion that might help you. It is full of pictures so I hope you might not feel bored to see it.
414 Innovation On Hold The Outline Function As A Learning Tool Paul Kirsc...
The document discusses using outlining tools to improve writing and learning. It hypothesizes that outlining helps students write better by facilitating organization. While outlining tools are available in word processors, students often underuse or never use them. The document proposes research into how students engage with outlining, the effects of outlining, and how teachers can encourage outlining use. It expects the research will provide guidelines for implementing outlining tools in education to make students better writers and learning more efficient.
Study readiness training 2
The document provides guidance on developing effective study systems and strategies. It discusses [1] developing a personalized study system, identifying mistakes in multiple choice questions, and writing a long-term study plan. Sample study systems like A.S.P.I.R.E, M.U.R.D.E.R, and 4R's Learning are presented. [2] The document also reviews exam taking strategies like beginning review early and studying in small chunks. [3] Participants are tasked with developing their own study system, reviewing exam questions to identify mistakes, and writing a long-term study plan.
Optimizing Education
Presentation for the Utah Governor's Optimization Commission about data, openness, and how to improve education.
Incorporating Storytelling in Your E-learning
An e-learning course presented as a story engages learners emotionally and motivates them to act. Stories have a structure called the story arc that includes an introduction of characters and setting, a conflict or issue, a climax or resolution, and conclusion. When crafting an e-learning story, instructors should personalize it for learners, focus on content over dramatic elements, align the story with learning objectives, plan it with a clear beginning, middle and end, and provide a clear resolution to the conflict.
Struggling reader comp
The document provides information on effective interventions for struggling readers, including factors that interfere with comprehension, assessment strategies, and evidence-based comprehension techniques. It discusses how reading interventions can benefit students, teachers, schools and states by closing achievement gaps. It also outlines essential components of reading and recommends using multiple assessment tools to evaluate comprehension, and employing techniques like cooperative learning, comprehension monitoring and graphic organizers to improve students' understanding.
Programmed instruction
This document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It describes the key features as clearly stated objectives, small frames of instruction, and self-pacing. The principles are determining the desired behavior, providing immediate feedback, self-learning at one's own speed, and active participation. The importance is that it shifted education's focus to outcomes, demonstrated self-pacing and mastery learning, required well-constructed materials, and drew new professionals to the field.
Innovations and Adaptations in Online Geography Education
This document discusses using online and experiential learning tools to teach geography. It covers learning styles, Kolb's experiential learning theory, and using virtual worlds like Second Life for hands-on learning. It proposes using quest-based learning and an AI system to provide feedback on student posts. The AI would score posts for "curiosity", flag low-quality posts, and suggest high-scoring posts for instructors to feature. Weekly reports would provide insights to instructors on discussion participation, post quality, and recommendations. Student reactions were mixed - they liked features for curiosity and interactions but disliked paying separately and lack of LMS integration.
WORKSHOP:CURRICULUM DESIGN
The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
Last mile project
The document discusses challenges teachers may face in the classroom and how to address them. It also distinguishes between a lesson plan, which guides a single class, and a syllabus, which outlines topics for a course. Teachers are encouraged to set both content goals around language structures and functions, as well as attitude goals to build students' confidence and participation. Examples are provided of what to include in a sample lesson plan and syllabus.
Dr Andrea Reid
The document outlines the process of creating an interactive learning module to help students develop academic writing skills. It describes breaking the writing process into sub-units, focusing first on interpreting the essay question. An interactive flash object was developed for this first sub-unit and integrated into a business studies module for student evaluation. Feedback will be used to improve this sub-unit and inform development of the next on planning.
Appendix a
The document discusses principles and best practices for working and presenting as a group. It covers topics like why small groups are used for presentations, common elements of group work, skills needed for effective collaboration, workflow stages for group projects, and types of group presentations. The agenda outlines tasks for the group, including deciding on a topic, beginning a concept map due the following Wednesday, and setting meeting times to work together.
Ptllsweek4 richard's group
This document discusses strategies for effective classroom communication, inclusion, and management. It includes:
1. Applying classroom management techniques, explaining inclusive approaches and referral points, and evaluating effective communication strategies.
2. Considering how to ensure inclusion through planning, variety, motivation, differentiation, peer and academic/pastoral support.
3. Specialist support that may be provided, such as note takers, dyslexia tutors, learning mentors, or general assistants.
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Lecture 6
This lecture discusses the application of an ESP course design. It covers the key elements of an ESP course design including the syllabus, materials, methodology, and evaluation procedures. For each element, the lecture provides details on how to design the syllabus, evaluate materials, develop methodology, and assess learners and evaluate the overall course. The goal is to demonstrate how to implement an ESP course design in a practical, hands-on manner.
Methods of teaching - Programmed learning
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
Sample powerpoint composition i fig
This presentation covers two main articles on business topics. It discusses key points from classes taught by Professor Mather and introduces important terms and people. It includes a video link, writing exercise, and proposes a class discussion on the presented topics.
FULT February 2011 - Flexible & Blended Learning
Flexible and blended learning aims to enhance communication, collaboration, and engagement through allowing students to access information in a variety of ways and using multiple modalities to present information. It involves mixing different learning environments and using tools like communication and collaboration tools to present information and afford students more opportunities to learn. A scenario outlines discussing a subject and identifying areas for improvement in collaboration, communication, and engagement, then exploring how flexible and blended learning concepts and tools could incorporate aspects to improve the identified areas. The discussion would present at least three ideas for incorporating flexible and blended learning into the chosen subject cohort.
Your rubric multimedia project how tall is the sports block_
This rubric is for evaluating a multimedia project on how to calculate the height of a sports block using trigonometry. The rubric assesses students on content, oral presentation, organization, sources, and presentation. For content, it evaluates the depth of subject knowledge and inclusion of essential trigonometry information. For oral presentation, it considers whether the delivery is interesting, rehearsed and holds audience attention. The organization category assesses whether the content is logically structured. Sources examines whether source information is collected and documented properly. Presentation assesses rehearsal, delivery and maintaining audience interest.
Ubd power point_lesson_v_nora
This weekly lesson plan focuses on having students locate information about historical figures using informational books and technology. The lesson involves students creating a PowerPoint presentation about a historical figure using facts organized according to a Thinking Map template. The plan provides accommodations for different types of learners and lists resources including videos, websites, and graphic organizers to support students in completing the project. It also includes rubrics to assess students' PowerPoint presentations on accuracy of content, spelling and grammar, sequencing of information, and effectiveness as a study guide.
Rubric oral ppt senior 2
This document provides a rubric for assessing group work presentations. It evaluates presentations based on 4 criteria: content, organization, opinion, and visuals. Each criteria is scored on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The rubric also provides descriptors of what a score of 1, 2, 3 or 4 would look like for each criteria. For example, a score of 4 for content means the students covered all topics in perfect detail, while a 2 means the topics were only partially covered with some contents not explained. The rubric additionally evaluates individual oral skills, body language, and has questions for self-assessment.
Learning Outcome Assessment IGroup Assignment Book Cha.docx
Learning Outcome Assessment I
Group Assignment
Book Chapter Presentations (10%)
Check the course calendar and Blackboard for due dates
Purpose of Assignment
The purpose of this assignment is to provide you with an opportunity to actively participate in your learning and practice your communication, leadership, and teamwork skills.
Assignment
1. Each group is required to present a chapter from the textbook:
Elder, L. and Paul, R. (2002). Critical thinking: Tools for taking charge of your professional and Personal Life.
2. For each assigned chapter, a group of students is required to deliver a PowerPoint presentation to illustrate the key concepts and ideas from the chapter. The aim of the activity is to ensure understanding and discussion in the audience. Thus, chapter concepts must be explained by the presenters and discussed with the audience.
3. In taking an active role, your group will essentially be the classroom instructors for that chapter. Think of ways to involve your fellow students in the learning process and discussion.
4. Remember to engage your audience in the learning process. Each group should not only incorporate textbook concepts into activities, exercises, and class discussion, but also add information and materials from outside sources (i.e. videos or handouts).
5. Conflicts may arise amongst the group during preparation for the presentation. This is a normal part of group development and of the learning process. It is the responsibility of the group to handle these conflicts and to prevent them from influencing the group’s performance.
6. In case a group member does not show during the group presentation, the group must step in and cover the missing student’s material in such a manner that the audience would not know that a member of the group is missing. In other words, all group members must be prepared to cover all aspects of the group’s material.
PAGE
Page 1 of 1
Learning Outcome Assessment I
Rubric for Book Chapter Presentation
Element:
Excellent:2
Good:1
Satisfactory: 0
Points
Information
“Big Ideas” and key points from the assigned reading are presented completely, clearly and in a well-organized manner. Presentation helps learners understand how these important ideas impact them as individuals.
Presentation is mainly a review and/or summary of the information from the reading, and/or presentation does not make implications and/or organization does not facilitate good understanding.
Information from the text is presented, but it is not complete and/or it is not clear.
2%
Facilitation style
Exploration of the material in the text is energetic and interesting. Handouts, visual aids, etc. are used to clarify key points and/or provide organizational support.
The text material is shared with some interest but there is little to motivate learning or engage class participants wit ...
Tech Presentation[1] 1
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
More Related Content
What's hot
414 Innovation On Hold The Outline Function As A Learning Tool Paul Kirsc...
The document discusses using outlining tools to improve writing and learning. It hypothesizes that outlining helps students write better by facilitating organization. While outlining tools are available in word processors, students often underuse or never use them. The document proposes research into how students engage with outlining, the effects of outlining, and how teachers can encourage outlining use. It expects the research will provide guidelines for implementing outlining tools in education to make students better writers and learning more efficient.
Study readiness training 2
The document provides guidance on developing effective study systems and strategies. It discusses [1] developing a personalized study system, identifying mistakes in multiple choice questions, and writing a long-term study plan. Sample study systems like A.S.P.I.R.E, M.U.R.D.E.R, and 4R's Learning are presented. [2] The document also reviews exam taking strategies like beginning review early and studying in small chunks. [3] Participants are tasked with developing their own study system, reviewing exam questions to identify mistakes, and writing a long-term study plan.
Optimizing Education
Presentation for the Utah Governor's Optimization Commission about data, openness, and how to improve education.
Incorporating Storytelling in Your E-learning
An e-learning course presented as a story engages learners emotionally and motivates them to act. Stories have a structure called the story arc that includes an introduction of characters and setting, a conflict or issue, a climax or resolution, and conclusion. When crafting an e-learning story, instructors should personalize it for learners, focus on content over dramatic elements, align the story with learning objectives, plan it with a clear beginning, middle and end, and provide a clear resolution to the conflict.
Struggling reader comp
The document provides information on effective interventions for struggling readers, including factors that interfere with comprehension, assessment strategies, and evidence-based comprehension techniques. It discusses how reading interventions can benefit students, teachers, schools and states by closing achievement gaps. It also outlines essential components of reading and recommends using multiple assessment tools to evaluate comprehension, and employing techniques like cooperative learning, comprehension monitoring and graphic organizers to improve students' understanding.
Programmed instruction
This document discusses programmed instruction, which is a method of teaching that presents information in discrete units requiring a correct response before advancing. It describes the key features as clearly stated objectives, small frames of instruction, and self-pacing. The principles are determining the desired behavior, providing immediate feedback, self-learning at one's own speed, and active participation. The importance is that it shifted education's focus to outcomes, demonstrated self-pacing and mastery learning, required well-constructed materials, and drew new professionals to the field.
Innovations and Adaptations in Online Geography Education
This document discusses using online and experiential learning tools to teach geography. It covers learning styles, Kolb's experiential learning theory, and using virtual worlds like Second Life for hands-on learning. It proposes using quest-based learning and an AI system to provide feedback on student posts. The AI would score posts for "curiosity", flag low-quality posts, and suggest high-scoring posts for instructors to feature. Weekly reports would provide insights to instructors on discussion participation, post quality, and recommendations. Student reactions were mixed - they liked features for curiosity and interactions but disliked paying separately and lack of LMS integration.
WORKSHOP:CURRICULUM DESIGN
The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
Last mile project
The document discusses challenges teachers may face in the classroom and how to address them. It also distinguishes between a lesson plan, which guides a single class, and a syllabus, which outlines topics for a course. Teachers are encouraged to set both content goals around language structures and functions, as well as attitude goals to build students' confidence and participation. Examples are provided of what to include in a sample lesson plan and syllabus.
Dr Andrea Reid
The document outlines the process of creating an interactive learning module to help students develop academic writing skills. It describes breaking the writing process into sub-units, focusing first on interpreting the essay question. An interactive flash object was developed for this first sub-unit and integrated into a business studies module for student evaluation. Feedback will be used to improve this sub-unit and inform development of the next on planning.
Appendix a
The document discusses principles and best practices for working and presenting as a group. It covers topics like why small groups are used for presentations, common elements of group work, skills needed for effective collaboration, workflow stages for group projects, and types of group presentations. The agenda outlines tasks for the group, including deciding on a topic, beginning a concept map due the following Wednesday, and setting meeting times to work together.
Ptllsweek4 richard's group
This document discusses strategies for effective classroom communication, inclusion, and management. It includes:
1. Applying classroom management techniques, explaining inclusive approaches and referral points, and evaluating effective communication strategies.
2. Considering how to ensure inclusion through planning, variety, motivation, differentiation, peer and academic/pastoral support.
3. Specialist support that may be provided, such as note takers, dyslexia tutors, learning mentors, or general assistants.
Ash edu 382 week 2 discussion 1 curriculum new
edu 382 week 2 discussion 1 curriculum new,edu 382 week 2 discussion 2 classroom assessment new,edu 382 week 2 assignment examination of curriculum and assessment new,edu 382 week 2 journal meaningful learning new,ash edu 382 week 2,edu 382 week 2,ash edu 382 week 2 tutorial,ash edu 382 week 2 assignment,ash edu 382 week 2 help
Lecture 6
This lecture discusses the application of an ESP course design. It covers the key elements of an ESP course design including the syllabus, materials, methodology, and evaluation procedures. For each element, the lecture provides details on how to design the syllabus, evaluate materials, develop methodology, and assess learners and evaluate the overall course. The goal is to demonstrate how to implement an ESP course design in a practical, hands-on manner.
Methods of teaching - Programmed learning
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
Sample powerpoint composition i fig
This presentation covers two main articles on business topics. It discusses key points from classes taught by Professor Mather and introduces important terms and people. It includes a video link, writing exercise, and proposes a class discussion on the presented topics.
FULT February 2011 - Flexible & Blended Learning
Flexible and blended learning aims to enhance communication, collaboration, and engagement through allowing students to access information in a variety of ways and using multiple modalities to present information. It involves mixing different learning environments and using tools like communication and collaboration tools to present information and afford students more opportunities to learn. A scenario outlines discussing a subject and identifying areas for improvement in collaboration, communication, and engagement, then exploring how flexible and blended learning concepts and tools could incorporate aspects to improve the identified areas. The discussion would present at least three ideas for incorporating flexible and blended learning into the chosen subject cohort.
What's hot (17)
414 Innovation On Hold The Outline Function As A Learning Tool Paul Kirsc...
414 Innovation On Hold The Outline Function As A Learning Tool Paul Kirsc...
Innovations and Adaptations in Online Geography Education
Innovations and Adaptations in Online Geography Education
Similar to Learnist board project rubric
Your rubric multimedia project how tall is the sports block_
This rubric is for evaluating a multimedia project on how to calculate the height of a sports block using trigonometry. The rubric assesses students on content, oral presentation, organization, sources, and presentation. For content, it evaluates the depth of subject knowledge and inclusion of essential trigonometry information. For oral presentation, it considers whether the delivery is interesting, rehearsed and holds audience attention. The organization category assesses whether the content is logically structured. Sources examines whether source information is collected and documented properly. Presentation assesses rehearsal, delivery and maintaining audience interest.
Ubd power point_lesson_v_nora
This weekly lesson plan focuses on having students locate information about historical figures using informational books and technology. The lesson involves students creating a PowerPoint presentation about a historical figure using facts organized according to a Thinking Map template. The plan provides accommodations for different types of learners and lists resources including videos, websites, and graphic organizers to support students in completing the project. It also includes rubrics to assess students' PowerPoint presentations on accuracy of content, spelling and grammar, sequencing of information, and effectiveness as a study guide.
Rubric oral ppt senior 2
This document provides a rubric for assessing group work presentations. It evaluates presentations based on 4 criteria: content, organization, opinion, and visuals. Each criteria is scored on a scale of 1 to 4, with 4 being outstanding and 1 needing improvement. The rubric also provides descriptors of what a score of 1, 2, 3 or 4 would look like for each criteria. For example, a score of 4 for content means the students covered all topics in perfect detail, while a 2 means the topics were only partially covered with some contents not explained. The rubric additionally evaluates individual oral skills, body language, and has questions for self-assessment.
Learning Outcome Assessment IGroup Assignment Book Cha.docx
Learning Outcome Assessment I
Group Assignment
Book Chapter Presentations (10%)
Check the course calendar and Blackboard for due dates
Purpose of Assignment
The purpose of this assignment is to provide you with an opportunity to actively participate in your learning and practice your communication, leadership, and teamwork skills.
Assignment
1. Each group is required to present a chapter from the textbook:
Elder, L. and Paul, R. (2002). Critical thinking: Tools for taking charge of your professional and Personal Life.
2. For each assigned chapter, a group of students is required to deliver a PowerPoint presentation to illustrate the key concepts and ideas from the chapter. The aim of the activity is to ensure understanding and discussion in the audience. Thus, chapter concepts must be explained by the presenters and discussed with the audience.
3. In taking an active role, your group will essentially be the classroom instructors for that chapter. Think of ways to involve your fellow students in the learning process and discussion.
4. Remember to engage your audience in the learning process. Each group should not only incorporate textbook concepts into activities, exercises, and class discussion, but also add information and materials from outside sources (i.e. videos or handouts).
5. Conflicts may arise amongst the group during preparation for the presentation. This is a normal part of group development and of the learning process. It is the responsibility of the group to handle these conflicts and to prevent them from influencing the group’s performance.
6. In case a group member does not show during the group presentation, the group must step in and cover the missing student’s material in such a manner that the audience would not know that a member of the group is missing. In other words, all group members must be prepared to cover all aspects of the group’s material.
PAGE
Page 1 of 1
Learning Outcome Assessment I
Rubric for Book Chapter Presentation
Element:
Excellent:2
Good:1
Satisfactory: 0
Points
Information
“Big Ideas” and key points from the assigned reading are presented completely, clearly and in a well-organized manner. Presentation helps learners understand how these important ideas impact them as individuals.
Presentation is mainly a review and/or summary of the information from the reading, and/or presentation does not make implications and/or organization does not facilitate good understanding.
Information from the text is presented, but it is not complete and/or it is not clear.
2%
Facilitation style
Exploration of the material in the text is energetic and interesting. Handouts, visual aids, etc. are used to clarify key points and/or provide organizational support.
The text material is shared with some interest but there is little to motivate learning or engage class participants wit ...
Tech Presentation[1] 1
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
Selling Your Element PPT
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
Rubric
This document contains a rubric for evaluating student presentations. It includes categories for evaluating various aspects of a presentation such as delivery, organization, workload distribution, mechanics, content, and originality. For each category, it provides descriptors to define high levels of performance that would receive 25 or 20 points down to lower levels of performance that receive 10 or 0 points.
Topic Macro-SystemPossible Resources Law and Health Policy .docx
The document discusses several topics related to curriculum implementation and assessment. It provides rubrics to evaluate personal philosophies on curriculum implementation, cultural inclusiveness, differentiation for learning needs, use of technology, alignment with school vision and mission, organization, writing mechanics, and documentation of sources. The rubrics describe criteria for target, acceptable, approaching, and insufficient levels of performance in each area and assign point values.
Education 407 assessment plan
This document outlines the plans and tasks for a group project assessing the inclusion of Christianity in social studies standards. It includes:
1) Calendars dividing tasks between group members for February and March with due dates, such as completing historical research by February 16th and submitting surveys/polls by March 15th.
2) A rubric for evaluating individual contributions based on content, work ethic, and communication.
3) A table for the professor to monitor each student's progress on assigned tasks and provide comments and scores.
The group aims to effectively collaborate on researching and presenting their argument for incorporating Christianity into the curriculum. The calendars, rubric, and monitoring table are meant to facilitate a well-organized
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docx
This document provides information about growing bacteria in culture, including:
1. Bacteria are grown in liquid or solid culture media to study pure cultures or separate mixed cultures.
2. Dilution streaking and spread plating techniques are used to isolate pure bacterial colonies from mixed cultures.
3. Different types of media such as complex, defined, enriched, selective, and differential media are used to culture specific bacteria.
4. Some bacteria require specific growth factors due to adaptations to their natural habitats and some remain unculturable without these factors or an intracellular environment.
Presentation Rubric for History
This rubric evaluates student presentations on four criteria: organization, content knowledge, visuals, and mechanics. For each criterion, students can earn between 1 and 4 points based on how well they meet certain standards such as presenting information in a logical sequence, demonstrating full knowledge of the content, using visuals to reinforce the presentation, and having no spelling or grammatical errors. The total points earned are summed at the bottom.
Writing rubric
This document contains a rubric for evaluating student work. It assesses students on organization, content knowledge, grammar and spelling, neatness, and references. Each category is scored on a scale of 1 to 4, with 4 being the highest score. The total score is calculated at the bottom. Space is provided for teacher comments on the student's work.
Realrubric
This document is a rubric for evaluating student multimedia presentations on holidays in Spanish. It evaluates students on delivery and organization of their presentation, how workload was divided among group members, use of proper grammar and spelling, depth of content knowledge, and originality of ideas. The rubric contains categories to assess each of these areas and provides descriptors to score presentations as excellent, good, fair or poor.
Unit Level.docx
Unit Level (more than 1 day)
Lesson Plan Cover Sheet
Introduction to Personal Care Services Course Number 12.54400
Teacher Name: Ms. Jackson
School Name: Riverdale High School
Unit Name: 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities
Time Frame: 1 day
CAREER TECHNOLOGY EDUCATION STANDARDS:
HUM-IPCS-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept.
RELATED SKILLS/KNOWLEDGE/ATTITUDES:
Person to person, telephone, email, cell phone, and internet etiquette. Effective communication and listening skills. Positive attitude
MATERIALS/RESOURCES AVAILABLE:
Instructor- Lesson plan and handouts
Student- Student notebook, pens, and pencils
Introduction to Personal Care Services Course Number 12.54400
Daily Level Lesson Plan
Teacher Name: Ms. Jackson
School Name: Riverdale High School
Unit Title: 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities
Time Frame: 1 day
CTAE Standard(s):HUM-IPCS-1 The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways. Teachers should incorporate the elements of this standard into lesson plans during the course. The topics listed for each element of the standard may be addressed in differentiated instruction matching the content of each course. These elements may also be addressed with specific lessons from a variety of resources. This content is not to be treated as a unit or separate body of knowledge but rather integrated into class activities as applications of the concept.
ESSENTIAL QUESTION
SEQUENCE OF INSTRUCTION - OPENING
TIME
Optional – add if your school requires.
Transfer In: Welcome to Introduction to Personal Care Service my name is Ms. Jackson etc.
Set Induction: Tell story about my first interview for a job
3 minutes
2 minutes
DAILY OBJECTIVES:
LEARNING ACTIVITIES
(engage, explore, explain, evaluate, enrichment)
Standard: Demonstrate employability skills required by business and industry.
Objective #1:
Student notebook, pens and pencils. Determine if he/she is prepared for employment. Effective communication skills. Complete within 5 minutes
Day 1: Handout sample resume and discuss each area of the form thoroughly.
Present your content.
Students will list personal characteristics, describe technical skills,
write resume, arrange a portfolio preparation, and general information.
I ...
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well-
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with well-
documented and
exceptional supporting
facts, figures, and/or
statements.
Establishes a good
comprehension of topic and
in the building of the thesis.
Student demonstrates an
effective presentation of
thesis, with most support
statements helping to
support the key focus of
assignment.
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader may
have some difficulty in
seeing linkages between
thoughts. While student has
included a few supporting
facts and statements, this
has limited the quality of
the assignment.
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not evident, and
reader must look deeper to
discover the focus of the
writer. Student’s writing is
weak in the inclusion of
supporting facts or
statements.
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts, and
concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in examples
given. Details and facts
presented provide an
adequate presentation of
student’s current level of
subject matter knowledge.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, there are areas of
some concerning in the
linkages provided between
facts and supporting
statements. Student
generally explains concepts,
but only meets the
minimum requirements in
this area.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears vague
or incomplete in various
segments. Student presents
concepts in isolation, and
does not perceive to have a
logical sequencing of ideas.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
Rubric to assses informative/explanatory texts
This rubric is used to assess students' informative or explanatory texts in secondary school. It evaluates the text across 4 categories: text focus, structure, development, and language/grammar. Each category has 4 levels of performance from excellent to needs improvement. Text focus examines the understanding of the topic. Structure assesses the introduction, organization, and conclusion. Development considers the inclusion of facts, details, and examples. Language/grammar analyzes vocabulary, sentences, punctuation, and citations. The rubric provides a clear standard to measure the quality of students' informative writing.
Domain Powerpoint for ACE.pptx
The document provides information about a professional development for teachers at Albuquerque Public Schools on the 2013-14 evaluation system. It discusses a three-part evaluation system that includes student achievement, observations, and multiple measures. It outlines the teacher observation cycle and scoring process. The professional development will focus on understanding the evaluation domains and competencies, using strategies like close reading and artifact matching to analyze teaching performance levels.
Using Problem-based learning to develop employability skills
This presentation was used to support a Higher Education Academy workshop on using PBL to deliver employability skills. It provides suggested activities for identifying triggers and scaffolding the development of employability skills.
Teaching for effective learning
This document outlines the key elements of an effective lesson plan:
1. Conduct formative assessments like CATs to check understanding and provide feedback.
2. Do pre-assessments to identify gaps in background knowledge and adjust pacing.
3. Use clear learning objectives (WALT) and success criteria (WILF) to motivate students and promote self-regulation.
It then details additional best practices like using motivators, real-world examples, differentiated activities, rubric-based self and peer assessment, and conclusion activities to check understanding. A variety of teaching strategies and resources are recommended to be selected based on learning objectives.
EXEMPLARY LEVEL 4ACCOMPLISHED LEVEL 3DEVELOPING LEVEL 2BEG.docx
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
Similar to Learnist board project rubric (20)
Your rubric multimedia project how tall is the sports block_
Your rubric multimedia project how tall is the sports block_
Learning Outcome Assessment IGroup Assignment Book Cha.docx
Learning Outcome Assessment IGroup Assignment Book Cha.docx
Topic Macro-SystemPossible Resources Law and Health Policy .docx
Topic Macro-SystemPossible Resources Law and Health Policy .docx
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docx
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docx
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
Using Problem-based learning to develop employability skills
Using Problem-based learning to develop employability skills
EXEMPLARY LEVEL 4ACCOMPLISHED LEVEL 3DEVELOPING LEVEL 2BEG.docx
EXEMPLARY LEVEL 4ACCOMPLISHED LEVEL 3DEVELOPING LEVEL 2BEG.docx
Learnist board project rubric
- 1. Multimedia Project : LEARNIST BOARD PROJECT Teacher Name: Ms. Rechebong Student Name: ________________________________________ CATEGORY 4 3 2 1 Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Content Covers topic in- depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost.