Rubric evaluation media instructional k7
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This document provides a rubric for evaluating instructional materials. The rubric contains 10 rating areas: alignment with standards, accurate information, age-appropriate language, interest/engagement, technical quality, ease of use, lack of bias, user guide/directions, variety of media, and multisensory experience. Each area is rated on a scale of 1 to 3, with 3 being high quality and 1 being low quality. The rubric defines what constitutes a rating of 1, 2, or 3 for each of the 10 areas.
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Instructional materials are used to help teach students and achieve learning objectives. Examples include textbooks, films, audio recordings, and field trips. When selecting materials, teachers should consider if the material is appropriate for the age and experience of students, aligned to curriculum standards, and unbiased. Field trips require preparation so students understand the purpose and can cite what they learned.
Effective use of materials involves preparation. Teachers should know the lesson objective and material selection. Students need to understand expectations and goals. When presenting material, teachers should have it ready under the best conditions to avoid being unprepared. Follow-up is also important to determine if the objective was achieved rather than just entertaining students.
USING AND EVALUATING INSTRUCTIONAL MATERIALS
The document provides guidelines for selecting and using instructional materials. Teachers should understand the overall purpose of education and their teaching goals. When choosing materials, they should consider whether the materials accurately portray the ideas presented, contribute meaningful content, and are appropriate for the learners' ages and abilities. A teacher's guide can help ensure the optimal and effective use of instructional materials. Materials should help develop students' critical thinking and make the most of the time and resources required.
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The document discusses guidelines for selecting and using instructional materials. It recommends that materials accurately portray ideas, contribute meaningful content to achieve learning objectives, and be appropriate for learners. A teacher should prepare themselves, students, and materials, and follow up to ensure objectives are met. The acronym PPPF represents preparing yourself, preparing students, presenting materials, and following up. Overall, the key is for instructional materials to help teachers achieve learning objectives.
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This document discusses the selection and use of instructional materials. It emphasizes that instructional materials should support learning objectives and be appropriate for students. When selecting materials, teachers should consider whether the content is accurate, unbiased, and aligned with standards. For optimal use, teachers should prepare themselves and students, present the materials under good conditions, and follow up with students. The proper use of instructional materials requires preparation, presentation, and assessment to enhance learning.
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The document outlines 8 key factors to consider when writing instructional materials: 1) Understanding the learners' abilities and prior knowledge, 2) Structuring and clarifying the material, 3) Sequencing concepts from simple to complex, 4) Balancing vertical and horizontal relationships, 5) Explaining concepts through headings, illustrations and exercises, 6) Pacing lessons appropriately, 7) Allowing students to review and link new and old concepts, and 8) Elaborating lessons in a variety of ways to aid student learning. The document was discussed by Roxie Calamaya and prepared by Patrixia Ann Baldonaza from reference material on Prezi.
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The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
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The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
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The document provides guidelines for teachers in selecting, preparing, and using instructional materials. It recommends that materials fit course objectives and be well-organized, prepare students for lessons, and be designed using the LACARA method. Materials should provide sufficient repetition through examples and questions to enhance understanding for a diverse student body, and be at an appropriate reading level and difficulty to match students' abilities. When preparing materials, teachers should define objectives, allow flexibility, develop content for diverse learners, guide students, and evaluate results.
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AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx
AN EXPLORATORY STUDY ON K-12 TEACHERS'
USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM
INTRODUCTION
Teachers
positively support their curricular goals and enhance
classroom instruction (Smerdon, B., Cronen, S., Lanahan, L.,
Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray,
Thomas & Lewis, 2010). There are multiple technology tools
st
in the 21 century available for teachers to integrate in their
classroom for these purposes; however, there are
challenges. These tools change rapidly so it becomes
inherent for schools to have current technology and
teachers that are sufficiently prepared to use these
technology tools (Hinostroza, 2011). Often teachers do not
understand terminology necessary to communicate when
using these tools. Two terms educators commonly use
interchangeably are technology and multimedia. The term
“technology” denotes the hardware that is used in the
classroom and the term “multimedia”conveys software
applications combining digital media types, such as text,
images, sound, and video, which are the definitions used in
this study. Furthermore, it is difficult to establish a skill and
integrate technology in their classroom to
By
knowledge level necessary for educators.
The International Society for Technology in Education (ISTE)
developed five standards in evaluating the necessary skills
and knowledge of educators. These five standards are to:
1) Facilitate and inspire student learning and creativity; 2)
Design and develop digital age learning experiences and
assessments; 3) Model digital age work and learning; 4)
Promote and model digital citizenship and responsibility;
and 5) Engage in professional growth and leadership (ISTE,
2008).
For the purposes of this study, the ISTE Standard 2: Design
and develop digital age learning experiences and
assessments and ISTE Standard 3: Model digital age work
and learning, were the primary focus. More specifically, two
indicators from standard 2 were examined: a) Design or
adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and
creativity and b) Develop technology-enriched learning
environments that enable all students to pursue their
individual curiosities and become active participants in
* Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA.
** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA.
ABSTRACT
st
21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory
study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the
Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What
technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...
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Observation, Interview, and Reflection Part 1 Observati.docx
Observation, Interview, and Reflection
Part 1: Observation
Complete Part 1 based on the most recent observation of your mentor teacher’s classroom.
Summary of Instruction and Activities
How did the instruction and activities flow? Consider what the students completed, as well as how the students transitioned from one activity to the next.
Instructional and Engagement Strategies
What strategies were used to keep students engaged throughout the lesson? Include the use of technological tools as relevant.
Higher-Order Thinking
What did the teacher do or say to foster higher-order thinking?
Differentiation
What adaptations or modifications to the instruction/activities were used to meet the needs of exceptional students, including students with gifted abilities, students with disabilities, and English language learners?
Technology
What technological tools were used throughout the lesson? Did they help to foster higher-order thinking and if so, how?
Diversity
How did your mentor teacher incorporate multiple cultural perspectives and connect to students’ backgrounds and interests?
Formative and Summative Assessments
In what ways did your mentor teacher measure the learning of students throughout the lesson?
Part 2: Interview Notes (optional)
Part 3: Reflection Summary
References
© 2019. Grand Canyon University. All Rights Reserved.
.
Observation, Interview, and Reflection Part 1 Observati.docx
Observation, Interview, and Reflection
Part 1: Observation
Complete Part 1 based on the most recent observation of your mentor teacher’s classroom.
Summary of Instruction and Activities
How did the instruction and activities flow? Consider what the students completed, as well as how the students transitioned from one activity to the next.
Instructional and Engagement Strategies
What strategies were used to keep students engaged throughout the lesson? Include the use of technological tools as relevant.
Higher-Order Thinking
What did the teacher do or say to foster higher-order thinking?
Differentiation
What adaptations or modifications to the instruction/activities were used to meet the needs of exceptional students, including students with gifted abilities, students with disabilities, and English language learners?
Technology
What technological tools were used throughout the lesson? Did they help to foster higher-order thinking and if so, how?
Diversity
How did your mentor teacher incorporate multiple cultural perspectives and connect to students’ backgrounds and interests?
Formative and Summative Assessments
In what ways did your mentor teacher measure the learning of students throughout the lesson?
Part 2: Interview Notes (optional)
Part 3: Reflection Summary
References
© 2019. Grand Canyon University. All Rights Reserved.
...
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The Assure Model
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Paper for iccp 2012 laily
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1040 1774-1-sm
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Rubric evaluation media instructional k7
- 1. Evaluation of Instructional Materials Smaldino et al (2012). Instructional technology and media for learning Selection Rubric
- 2. Rating Area A. Alignment with Standards, Outcomes and Objectives B. Accurate and Current Information C. Age-Appropriate Language D. Interest Level and Engagement E. Technical Quality F. Ease of Use (Student or Teacher) G. Bias Free H. User Guide and Directions I. Variety of Media J. Multisensory Experience
- 3. A. Alignment with Standards, Outcomes and Objectives High Quality (3 mark) Standard/outcomes/objectives addressed and use of media should enhance student learning Medium Quality (2 mark) Standard/outcomes/objectives partially addressed and use of media may enhance student learning Low Quality (1 mark) Standard/outcomes/objectives not addressed and use of media not enhance student learning
- 4. B. Accurate and Current Information High Quality (3 mark) Information is correct and does not contain material that is out of date Medium Quality (2 mark) Information is correct and does contain material that is out of date Low Quality (1 mark) Information is not correct and does contain material that is out of date
- 5. C. Age- Appropriate Language High Quality (3 mark) Language used is age appropriate and vocabulary is understandable Medium Quality (2 mark) Language used is nearly age appropriate and some vocabulary is above/below student age Low Quality (1 mark) Language used is not age appropriate and vocabulary is clearly inappropriate for student age
- 6. D. Interest Level and Engagement High Quality (3 mark) Topic is presented so that students are likely to be interested and actively engaged in learning Medium Quality (2 mark) Topic is presented to be interest students most of the time and engage most student in learning Low Quality (1 mark) Topic is presented so as not interest students and not engage them in learning
- 7. E. Technical Quality High Quality (3 mark) The material represents best available media Medium Quality (2 mark) The material represents media that are good quality, although there may be some problems Low Quality (1 mark) The material represents media that are not well prepared and are of very poor quality good quality.
- 8. F. Ease of Use (Student or Teacher) High Quality (3 mark) Media are easy to use with nothing to confuse the user Medium Quality (2 mark) Media are easy to use most of the time, with a few things to confuse the user Low Quality (1 mark) Media are not easy to use and most of the time the user is very confused
- 9. G. Bias Free High Quality (3 mark) There is no evidence of objectionable bias or advertsing Medium Quality (2 mark) There is little evidence of bias or advertsing Low Quality (1 mark) There is much evidence of bias or advertising
- 10. H. User Guide and Directions High Quality (3 mark) The user guide is an excellent resource to support a lesson. Directions should help teachers and students use the media Medium Quality (2 mark) The user guide is good resource to support a lesson. Directions may help teachers and students use the media Low Quality (1 mark) The user guide is poor resource to support a lesson. Directions do not help teachers and students use the media
- 11. I. Variety of Media High Quality (3 mark) Most students like the variety of media and are not confused Medium Quality (2 mark) Some students find the media interesting and some are confused Low Quality (1 mark) Most students do not find the media interesting and many are confused
- 12. J. Multisensory Experience High Quality (3 mark) The media incorporate the appropriate number of senses to promote learning Medium Quality (2 mark) The media incorporate some senses to promote learning Low Quality (1 mark) The media incorporate few of senses to promote learning