Day 10 - The Last Day

Day 10 - The Last Day

You will complete the modification of your lesson plans, and then move on to complete the final assessments and evaluations of the course and your groups. You will use the rubrics that are provided in the “Supplemental Materials” section. Congrats! You have successfully completed the course(s)!

Supplemental Materials

Collaboration Rubric

Name __________________________________

Beginning
1

Developing
2

Accomplished
3

Exemplary
4

Score

Contribute

Research & Gather Information

Does not collect any information that relates to the topic.

Collects very little information--some relates to the topic.

Collects some basic information--most relates to the topic.

Collects a great deal of information--all relates to the topic.

Share Information

Does not relay any information to teammates.

Relays very little information--some relates to the topic.

Relays some basic information--most relates to the topic.

Relays a great deal of information--all relates to the topic.

Be Punctual

Does not hand in any assignments.

Hands in most assignments late.

Hands in most assignments on time.

Hands in all assignments on time.

Take Responsibility

Fulfill Team Role's Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.

Share Equally

Always relys on others to do the work.

Rarely does the assigned work--often needs reminding.

Usually does the assigned work--rarely needs reminding.

Always does the assigned work without having to be reminded.

Value Others' Viewpoints

Listen to Other Teammates

Is always talking--never allows anyone else to speak.

Usually doing most of the talking--rarely allows others to speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount.

Cooperate with Teammates

Usually argues with teammates.

Sometimes argues.

Rarely argues.

Never argues with teammates.

Make Fair Decisions

Usually wants to have things their way.

Often sides with friends instead of considering all views.

Usually considers all views.

Always helps team to reach a fair decision.

Total

http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html

Professional Development Rubric.pdf
Size : 0.022 Kb
Type : pdf

http://school.discoveryeducation.com/schrockguide/pdf/PDrubric.pdf

Assessing Teacher Technology Projects

	Novice	Apprentice	Proficient	Expert
Content and Curricular Connections	The project has no connection to class content or curricular goals and does not support school or department goals for learning and technology.	The project has a tenuous connection to the course curriculum. The technology use addresses some but not all of the school and departmental goals.	The project's technology use effectively supports content and curriculum. It also addresses school and department goals.	The project's technology use effectively supports and links with curriculum. It affords new possibilities. The project's uses of technology directly support school and departmental goals for technology use and for student learning.
Student Learning Goals	There are no clearly stated learning goals.	Educational goals are present but may not be appropriate or measurable.	There are clear, age appropriate and measurable learning objectives. These goals accommodate different learning styles and abilities.	Educational objectives are clear, age appropriate, and measurable. These goals accommodate different learning styles and abilities. Students are able to set their own learning goals and achieve them within the context of the project.
Role of Technology	The project's use of technology treats students as passive recipients of information, is not well-defined, does not support student learning, or is a trivial or inappropriate use of the medium.	The project's use of technology is focused but does not take full advantage of the medium. Students use technology but do not learn to manipulate the technology to express ideas or concepts.	The project's use of technology is appropriate for the medium while helping students reach identified learning objectives. The choice of technology is age appropriate and supports different learning styles and abilities.	The project's use of technology helps students achieve learning objectives and is both an appropriate and creative use of the medium. The choice and integration of technology is age appropriate and supports different learning styles and abilities. Students are engaged and demonstrate a deeper conceptual understanding of key concepts. Student learning, thinking and communication skills show improvement as a result of this use of technology.
Ethical Issues	Students do not document sources, have little or no awareness of ethical issues and are not held accountable for unethical behavior. Teacher models unethical or questionable uses of technology.	Students document sources most of the time but may be not consistent or complete. Students understand some of the ethical uses of technology. The teacher models some ethical uses of technology	Students document sources effectively and correctly. Students understand and demonstrate a range of ethical uses of technology. The teacher models ethical uses of technology.	Students document all sources effectively and correctly. Students understand, demonstrate and discuss the complexities of ethical uses of technology. The teacher consistently models ethical technology use and has designed a project or lesson to support learning about ethical issues.
Project Design	The project seems incomplete or poorly conceived. The project’s scope is too large or too small. The teacher has not considered student learning needs.	The project may be complete, but lacks depth. It does not offer strategies or adaptations for students with special needs or learning style preferences. The class time invested in the project may be too great given its education value.	The project is complete, goes into depth as appropriate and provides some adaptations for students with special needs or learning style preferences. The teacher has considered scaffolding learning for both beginning and advanced students and fades away when appropriate. Students explore concepts by designing and creating a product.	The project is complete, deep, well-scaffolded and adaptable. It offers extensions for more motivated or experienced learners and/or adaptations for students with special needs or learning style preferences. Students have opportunities to actively engage with the concepts and with technology by creating or designing a product themselves.
Role of the Teacher	The teacher models helpless terror in the face of new technologies and gives up with faced with a problem. The teacher issues directions without encouraging students to understand and explore. The teacher has not planned an effective lesson and has not prepared or tested the necessary hardware and software.	The teacher has planned a lesson with clear goals but has not anticipated how technology use will influence class dynamics, timing, learning and activities. The teacher may have tested some of the critical hardware and software. The teacher approaches technology with some trepidation but tries new or different approaches and asks for help.	The teacher has designed and prepared an appropriate lesson and models good problem solving techniques by trying multiple solutions and incorporating others' ideas. The teacher's role is more of a facilitator than a directive leader.	The teacher is well prepared and has planned an engaging, effective and meaningful lesson. The teacher demonstrates effective problem solving, exploration, creativity, and multiple solutions and effectively facilitates student learning and experiences. The teacher actively explores and learns with the students.
Instructions	There are no written instructions or guidelines.	There are written guidelines but they are outdated or incomplete	Age-appropriate written guidelines reflect most of the curricular goals, provide clear directions, and may include assessment information or resources.	Age-appropriate written guidelines reflect the overall curricular goals, provide clear directions, include assessment information and offer resources. All instructions have been tested, revised and modified to best meet student needs and to reflect overall goals.
Assessment	There are no clear plans for formative or summative assessment or the forms of assessment do not match curricular goals.	The teacher has planned for assessment but the assessment is inadequate or incomplete, is only formative or only summative, and may not reflect or measure the learning objectives.	Both formative and summative assessment strategies are clearly articulated, logical, and fair. They are closely linked to the learning goals and adequately reflect student learning.	The teacher employs multiple and alternative assessment strategies which directly correlate to educational objectives. The assessment strategies are logical, fair, and clearly articulated. Students reflect on their own experiences and learning.

Comments

Content and curricular connections
Learning goals
Use of technology
Ethical Issues
Project Design
Role of the Teacher
Instructions
Assessment

Questions
What and how did students learn? Include both intentional and unintentional lessons.
What did you learn?
What would you do differently if you were to do this project again?
What were the greatest successes of this project?
How would you improve this project?
What advice would you give a teacher contemplating a similar project?
What kinds of questions did students ask?
Where were students most often confused?
How did you address the needs of different learners in this project?
What resources were most helpful as you planned and implemented this project?

http://ldt.stanford.edu/~tacyt/projectrubric.html

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Contribute
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Share Equally	Always relys on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.
				Total