Engaged Learning Pedagogy (weighted 30%)
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Meets |
Attempted |
Not Present |
N/A |
A. The Web pages for students/participants invite
and motivate them to:
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1. Start on the project by offering a task or
situation that piques their curiosity in the project
(invitation to learn/hook). |
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2. Come up with questions, concerns, issues,
hypotheses, or problem-solving suggestions that guide
their investigation and overall participation in the
project. |
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B. The Web pages for students/participants
provide opportunities for students to:
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1. Control their own learning; Web site provides
links and challenges so they can make their own choices
for how to proceed and engage at their own pace. |
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2. Determine the topic, aspect of topic, problem,
or issue about topic to be investigated. |
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3. Ask and answer their own questions. |
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4. Explore concepts, principles. |
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5. Develop skills needed to complete the
project. |
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6. Collect and compile data, gather
information. |
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7. Do hands-on experimentation or application of
concepts. |
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8. Analyse and synthesize data and
information. |
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9. Produce original work (data, information,
analysis, conclusions) (student as producer). |
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10. Work in collaborative groups. |
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C. The Web pages for students/participants
provide opportunities for teachers to:
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1. Have students discuss ideas; brainstorm; problem
solve. |
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2. Provide ongoing feedback/advice for completing
activity/project
(teacher as coach). |
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Note: The Web pages for
students/participants should include content that
encourages these types of activities to take place.
Example: prompts for discussion, mention of
intermediate products or checkpoints that provide
opportunities for students to get or request feedback.
The discussion or feedback itself is not
required to take place online or on the actual Web
site. These could take place in face-to-face
discussions among students and/or with teachers, or
these could take place via e-mail. These could also
take place via an online bulletin board or chat, but
this is not required. |
Use of Internet (weighted 30%)
|
Meets |
Attempted |
Not Present |
N/A |
A. Added Value:
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1. Project would not be feasible or as effective
without the Internet. (Info or resources not available;
collaborators have different skills, knowledge,
experience, perspective or geography than exists
locally.) |
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B. Links:
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1. Links to useful places/sites that provide needed
information to complete project |
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2. Links to places/sites that provide needed skill
development to complete project (e.g., a procedure or
activity that provides information for "how to") |
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3. Links to datasets that are updated (if the
projects involve data) |
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C. Communication provides opportunity for
students to:
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1. Communicate with experts (Q&A, or
longer-term mentoring). |
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2. Communicate with other classrooms (Q&A, or
longer-term mentoring). |
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3. Collaborate with other classrooms (e.g., shared
and compared data collection). |
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4. Communicate data, links, and/or useful
information to a wider audience than just the teacher
in the form of a presentation or product (e.g., to
other people who may be interested in project
findings). |
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5. Publish data, links, and/or useful information
for others online (e.g., present analysis and
conclusions online). |
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Curriculum/Content (weighted 20%)
|
Meets |
Attempted |
Not Present |
N/A |
A. Multidisciplinary:
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1. Addresses one or more of the national teaching,
assessment, and content standards in one or more
disciplines |
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2. Includes skills and/or content from more than
one discipline |
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B. Lab-based:
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1. Students are engaged in authentic scientific methods such as researching,
posing good questions, designing experiments, collecting and analyzing data,
using scientific instruments and procedures.
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2. Provides an authentic or field based experience for the students.
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C. Task:
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1. Meaningful; task advances students'
knowledge/understanding of an important
concept/principle. |
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2. Real world; relevant to
students/participants |
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D. Grade Appropriate:
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1. Skills, especially those that require
technology, are grade level appropriate. |
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2. Content is appropriate (understandable) by
students/participants at the designated grade
levels. |
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Assessment (weighted 10%)
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Meets |
Attempted |
Not Present |
N/A |
A. Prior Knowledge:
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1. Strategies are used to assess students' prior
understandings related to the project content and their
previous skill development. |
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B. Ongoing/Embedded:
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1. Learner outcomes, activities, and assessment
rubric for the project are consistent with each other
(i.e., the project activities help
students/participants accomplish the learner outcomes.
The assessment rubric relates to the learner
outcomes). |
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2. Mechanisms are in place for frequent assessment
of student progress; students are provided
feedback. |
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3. Students have opportunities to reflect on their
progress (e.g., discussions, journal entries). |
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Note: The Web pages for
students/participants should include content that
encourages these types of activities to take place.
Example: prompts for discussion, mentions of
intermediate products or checkpoints that provide
opportunities for students to get or request feedback.
The discussion or feedback itself is not
required to take place online or on the actual Web
site. These could take place in face-to-face
discussions among students and/or with teachers, or
these could take place via e-mail. These could also
take place via an online bulletin board or chat, but
this is not required. |
C. Grading:
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1. Students/particpants have opportunities to
review rubrics or other grading procedures. |
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2. Students'/participants' final grade on the
project/activities is based on their overall
performance (e.g., performance-based, "authentic"
assessment). |
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Page Design (weighted 10%)
|
Meets |
Attempted |
Not Present |
N/A |
A. Visually Inviting:
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1. Colors and patterns enhance readability rather
than detract from or make it difficult to read. |
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2. Page is not cluttered with text; balanced
layout, sufficient white space. |
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3. Pages use the given templates, header and footer
information is filled in (including TITLE for
bookmarks). |
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4. Web pages for students/participants have a
consistent look and feel. |
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5. Graphics work. (They are not broken.) |
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6. Graphics/photos are engaging. |
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7. Graphics/photos do not take too long to
load. |
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8. Graphics enhance the text rather than are
perfunctory (e.g., graphics are logos/symbols that
highlight functions or content). |
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9. Animated gifs stop after a few cycles.
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B. Writing:
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1. Headings and subheadings are clear; enhance
readability. |
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2. Changes in text size and color are used
sparingly to enhance understanding. |
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3. Text is well organized; easy to follow. |
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4. Text is grammatically correct with no spelling
errors. |
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5. Text is well written, clear. |
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6. Student/participant pages are directed at
students/participants. |
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7. Observes copyrights and citations |
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C. Links:
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1. Links work. |
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2. Consistent navigation bars provide links among
pages. |
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3. Links have good names and/or annotation; they
don't say "click here." |
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