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Missing
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Emerging
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Advancing
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Exceeding
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Total Score
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0
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1-2
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3-4
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5-6
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Lesson/Unit Components
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Scenario
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All of the engaged learning portions are missing. |
Includes
at least two of the following indicators of engaged learning:
- Students are
explorers, producers of knowledge, teachers
- Teachers are
facilitators, guides and co-learners
- Student are
grouped in flexible, heterogeneous, and equitable
groupings.
- Assessment is performance-based, generative, ongoing
and equitable.
- Tasks are authentic, challenging, and multidisciplinary.
|
Includes
at least three of the following indicators of engaged learning:
- Students are
explorers, producers of knowledge, teachers
- Teachers are
facilitators, guides and co-learners
- Student are
grouped in flexible, heterogeneous, and equitable
groupings.
- Assessment is performance-based, generative, ongoing
and equitable.
- Tasks are authentic, challenging, and multidisciplinary.
|
Includes
all of the following indicators of engaged learning:
- Students are
explorers, producers of knowledge, teachers
- Teachers are
facilitators, guides and co-learners
- Student are
grouped in flexible, heterogeneous, and equitable
groupings.
- Assessment is performance-based, generative, ongoing
and equitable.
- Tasks are authentic, challenging, and multidisciplinary.
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There is no evidence of communication with others. |
Includes at least one of the following:
- Mentors or collaborates with experts in the field being
studied
- Uses the Internet for one or two-way communica-tion
- Uses the Internet for current information
- Information found is shared with others
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Includes at least two of the following:
- Mentors or collaborates with experts in the field being
studied
- Uses the Internet for one or two-way communication
- Uses the Internet for current information
- Information found is shared with others
|
Includes all of the following:
- Mentors or collaborates with experts in the field being
studied
- Uses the Internet for one or two-way communica-tion
- Uses the Internet for current information
- Information found is shared with others
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There is little to no use of technology in the
lesson/unit. |
Includes at least two of the indicators of best use of technology:
- Access to technology is available and in sufficient amounts
to provide for challenging tasks, opportunities, and experiences.
- The project is Internet dependent.
- Technology allows opportunities for collaborative work.
- The technology available is varied and easy to use information.
|
Includes at least three of the indicators of best use of
technology:
- Access to technology is available and in sufficient amounts
to provide for challenging tasks, opportunities, and experiences.
- The project is Internet dependent.
- Technology allows opportunities for collaborative work.
- The technology available is varied and easy to use
|
Includes all of the indicators of best use of technology:
- Access to technology is available and in sufficient amounts
to provide for challenging tasks, opportunities, and experiences.
- The project is Internet dependent.
- Technology allows opportunities for collaborative work.
- The technology available is varied and easy to use
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Teacher Pages |
One or more of the teacher pages are missing. |
There is some evidence of a lesson/unit proposal,
presentation explanation, and pre-engaged learning lesson plan,
but they have not been developed or are missing |
Teacher pages include a lesson/unit proposal,
presentation explanation, and pre-engaged learning lesson plan,
but one or more of them needs development. |
Teacher pages include a well developed and thought
out lesson/unit proposal, presentation explanation, and pre-engaged
learning lesson plan. |
|
Student Pages |
There is no evidence of a hook. |
Student pages contain a hook, but it does not
create curiosity for the lesson or learning activity nor does
it bear any relation to the lesson or learning activity. |
Student pages contain a hook which creates curiosity
in some students for the lesson or learning activity. |
Student pages contain a well-developed hook,
which creates curiosity in all students for the lesson or learning
activity. |
|
|
Student pages provide no guidance for students
to proceed with the lesson/unit. |
Student pages provide opportunities for students to do at
least two of the following:
- control their own learning
- ask and answer their own questions,
- group and regroup as needed
- develop the skills needed to complete the lesson/unit
- collect, compile and synthesize data needed for the lesson/unit
- produce original products
|
Student pages provide opportunities for students to do at
least three of the following:
- control their own learning
- ask and answer their own questions,
- group and regroup as needed
- develop the skills needed to complete the lesson/unit
- collect, compile and synthesize data needed for the lesson/unit
- produce original products
|
Student pages provide opportunities for students to do all
of the following:
- control their own learning
- ask and answer their own questions,
- group and regroup as needed
- develop the skills needed to complete the lesson/unit
- collect, compile and synthesize data needed for the lesson/unit
- produce original products
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Student pages provide no opportunities for teachers
to interact with students on the lesson/unit. |
Student pages provide built-in opportunities for teachers
to do at least one of the following:
- give students a place to start research by including appropriate
links a variety of web sites
- encourage discussions, brainstorming and problem-solving
- provide for ongoing feedback
- assist students with questions or problem-solving when
needed
|
Student pages provide built-in opportunities for teachers
to do at two of the following:
- give students a place to start research by including appropriate
links a variety of web sites
- encourage discussions, brainstorming and problem-solving
- provide for ongoing feedback
- assist students with questions or problem-solving when
needed
|
Student pages provide well developed built-in opportunities
for teachers to:
- give students a place to start research by including appropriate
links a variety of web sites
- encourage discussions, brainstorming and problem-solving
- provide for ongoing feedback
- assist students with questions or problem-solving when
needed
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Student pages do not contain any rubrics or rubric
development opportunities for students. |
Student pages contain evidence of teacher developed
rubrics for assessing student progress and products. |
Student pages contain minimal opportunities for
students to assist in the process of rubric development for
assessing student progress and products. |
Student pages contain well-developed opportunities
for students to assist in the process of rubric development
for assessing student progress and products. |
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Curriculum/ Standards
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Objectives |
There is no evidence of connection to educational
objectives. |
There is some mention of educational objectives. |
There is adequate identification of educational
objectives |
Educational objectives are clear, obtainable
and measurable. |
|
Assessment |
There is no evidence of assessment strategies. |
There is some mention of assessment strategies. |
There is adequate identification of assessment
strategies, but they are not alternative. |
Multiple and alternative assessment strategies
are described. |
|
Task |
No task is identified. |
There is mention of a task, however, it is not
a real world, authentic task.
The task does not advance students' knowledge of an important
concept or principle. |
An authentic task is identified.
The task does not advance students' knowledge of an important
concept or principle. |
An authentic, real world task, which is relevant
to students, is identified.
The task advances students' knowledge/ understanding of an important
concept or principle. |
|
Multidisciplinary |
The lesson provides no connection to core curriculum
or a standard course of study and/or to local, state or national
standards. |
The lesson provides some connection to core curriculum
with a few references to a course of study and at least local
standards. |
The lesson provides clear connections to core
curriculum with references to a course of study and some connection
to local, state and/or national standards. |
The lesson supports the core curriculum content
appropriate to the targeted student group and is well integrated
with a course of study and clearly aligned with local and state
or national standards. |
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Engaged Learning
|
Student-Role |
The lesson is flat and uninspiring. There is
no evidence of student choice or flexibility in pace, topic,
or end product. |
The lesson is appealing, but student choice and
flexibility is limited. |
The lesson is appealing and there is evidence
of instructional flexibility and consideration of student interests. |
The lesson is appealing and it invites students
to be creative. It supports student choice and encourages students
to take responsibility for their learning and are encouraged
to make their own decisions frequently. |
|
Teacher-Role |
The lesson/unit does not describe the role of
the teacher. |
The lesson alludes to the teacher's role in a
very general way. |
The lesson describes the specific activities
of the teacher and how he/she is going to support student learning. |
The lesson describes the specific activities
of the teacher and how he/she is going to support and assess
student learning. Included are the teacher as facilitator and
ongoing co-learner. |
|
Collaboration |
Neither students nor teachers worked as teams
or partners in this lesson/unit. |
Team groupings of students worked together on at least part
of the lesson/unit.
A team of teachers may share some responsibility for the design
and implementation of the lesson/unit.
|
Students are required to work on teams/groups
for most of the lesson/unit.
The unit may be the effort of a team of teachers. |
Students are required to work in changing teams/groups
for most of the lesson/unit.
The unit is clearly the effort of a team of teachers, whether
they are in the same building or across the country. |
|
Data Gathering |
All data is gathered from information in the
classroom or no data gathering is evident. |
Classes depend on gathering data or input from
local sources only, using at least two methods. |
Classes depend on gathering data or input from
at least one geographically distant partner using a number of
methods. |
Classes depend on gathering data or input from
a number of geographically distant partners using a number of
methods. |
|
Instructional Design |
The lesson/unit is sketchy or incomplete. |
The lesson/unit is complete, but lacks depth.
There are no provisions for students with special needs or learning
style preferences. |
The lesson/unit is complete and goes into depth.
There are no provisions for students with special needs or learning
style preferences. |
The lesson/unit is complete and goes into depth.
There are provisions for students with special needs, as well
as students with learning style preferences. |
|
Assessment |
The is little or no evidence of assessment strategies. |
At least one of the following is true:
- Strategies are in place to assess students' prior knowledge
and previous skill development with regard to this unit.
- Students are involved with creating assessment rubrics
for the lesson/unit.
- Learner outcomes, activities and assessment rubrics are
consistent with each other.
- Assessment is frequent and students are given constant
feedback.
- Students have regular opportunities to reflect on their
own progress.
|
At least three of the following are true:
- Strategies are in place to assess students' prior knowledge
and previous skill development with regard to this unit.
- Students are involved with creating assessment rubrics
for the lesson/unit.
- Learner outcomes, activities and assessment rubrics are
consistent with each other.
- Assessment is frequent and students are given constant
feedback.
- Students have regular opportunities to reflect on their
own progress.
|
All of the following are true:
- Strategies are in place to assess students' prior knowledge
and previous skill development with regard to this unit.
- Students are involved with creating assessment rubrics
for the lesson/unit.
- Learner outcomes, activities and assessment rubrics are
consistent with each other.
- Assessment is frequent and students are given constant
feedback.
- Students have regular opportunities to reflect on their
own progress.
|
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Best Use of Technology
|
Importance |
Technology is not an integral part of the lesson/unit.
Tasks can be accomplished as easily and effectively without
the use of technology. Technology is an enabling tool, not the
content of the project. |
Technology is used infrequently for a few tasks.
Most tasks can be accomplished without the use of technology.
There is infrequent use of technology for some students or groups.Technology
is an enabling tool, not the content of the project |
Technology is used for many activities.
There is regular individual and group use of technology for
most students. Technology is an enabling tool, not the content
of the project. |
The project would not be feasible or as effective
without the almost constant use of technology.
There is regular individual and group use of technology for
all students, when needed. Technology is the content of the
project, not an enabling tool. |
|
Use of the Internet |
The lesson/unit's use of the Internet treats
students as passive recipients of information, is not well defined,
or is a trivial use of the medium. |
The lesson/unit's use of the Internet is focused
and may originate from a teacher designed web site. |
The lesson/unit's use of the Internet helps students
achieve goals by actively involving them in searching for information
or communicating with peers or experts. |
The lesson/unit's use of the Internet helps students
achieve goals by actively involving them in searching for information
or communicating with peers or experts AND synthesizing information
and data into a presentation that is published online. |
|
Communication |
There is no communication with peers or experts
to increase understanding. |
A few students communicate with peers and experts
on an irregular basis to increase understanding. |
All students communicate with peers and experts
on a regular basis to increase understanding. |
All students communicate with peers and experts
on a regular basis to increase understanding. |
|
Contribution |
Each student or each group researches its own
information. |
Students share a few of their findings with other
groups. |
Students share most of their findings with other
groups. |
Students share all of their findings with other
groups. |
|
Information Access |
Teachers access and manage all information to
be used by the students. |
Students access information that is pertinent
to their topic.
Teachers manage information found by the students.
|
Students access and manage information that is
pertinent to their topic. |
Students access and manage information that is
pertinent to their topic. |
|
Final Projects |
Final projects are presented to the
teacher as a written or oral presentation with no use of technology. |
Final projects, created using technology
in the form of multimedia presentations are presented to the
teacher and/or the immediate class. |
Final projects, created using technology
in the form of multimedia presentations or web presences, are
presented to the teacher and/or the immediate class. |
Final projects, created using technology
in the form of multimedia presentations or web presences, are
communicated to an audience wider than just the teacher and
the immadiate class. (E.g. Community/City Government/Special
interest Groups, etc.) |
|
Web Page Design
|
Visual Appearance/ Organization |
The layout has no structure or organization.
Backgrounds, if used conflict with text.
Page is difficult to navigate. |
Text is broken into paragraphs and/or sections.
Backgrounds work with text, but do little to enhance the overall
effectiveness of the page.
Page is difficult to navigate. |
Text is broken into paragraphs and/or sections.
Headings label sections and create some hierarchy and consistency.
Backgrounds work with text, but do little to enhance the overall
effectiveness of the page.
Page is relatively easy to navigate. |
There is a consistent format from page-to-page.
Text is broken into paragraphs and/or sections. Headings label
sections and create an easy to understand hierarchy and consistency.
Backgrounds enhance the text and the overall effectiveness of
the page.
Page is easy to navigate. |
|
Text |
The written text is difficult to understand and
does not stick to the topic.
There are spelling and/or grammar errors. |
The written text is easy to understand.
There are spelling and grammar errors. |
The written text is easy to understand.
There are no spelling errors, but one or more grammar or syntax
errors. |
The text is clear, concise, and well written.
There are no spelling or grammar errors. |
|
Graphics |
Graphics, if used, are not related to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics. |
Graphics show some relation to page content.
Graphics (size and type) used make loading of pages very slow.
Too many graphics. |
Graphics enhance the page.
Graphics (size and type) used make loading of pages very slow. |
Graphics enhance the page.
Images are proper size, resolution and coloring.
Graphics are used as links. |
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Links |
Links are either missing, inactive, or do not
work. |
Some links work, but some are not active or are
missing.
Return links are not always provided. |
Most links work or are activated.
Some return links are provided and work. |
All links are present, active and work.
Return links are consistently provided and work. |
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Total Score
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