Unit+Project+2+Rubric

Grading Rubric ** 1 ** || ** Developing ** ** 2 ** || ** Accomplished ** ** 3 ** || ** Exemplary ** ** 4 ** || ** Score ** || ** Instructional Strategies ** || Instructional strategies are missing or strategies used are inappropriate. || Some instructional strategies are appropriate for learning outcome(s). Some strategies are based on a combination of practical experience,theory, research and documented best practice. || Most instructional strategies are appropriate for learning outcome(s). Most strategies are based on a combination of practical experience,theory, research and documented best practice. || Instructional strategies appropriate for learning outcome(s). Strategy based on a combination of practical experience,theory, research and documented best practice. ||  || and/or State standards are not accurately presented or absent, and there is no mention of the ways they connect to the objectives of the lesson. || The national and/or state standards or performance indicators to be addressed in the lesson are mentioned in general terms. There is no explanation of the relationship between the standards and the objectives. || The specific national and/or state standards or performance indicators to be  addressed in the lesson are mentioned, but the explanation of their relationship to the objectives is not clear. || The specific national and/or state standards or performance indicators to be addressed in the lesson are clearly identified, and their relationship to the objectives is clear. ||  || It is clear that the candidate does not understand what it means to view oneself as a “member of a learning community.” || The ways in which the candidate will account for, or incorporate, students’ knowledge and experiences in the lesson have been described. It is clear that the candidate does not understand what it means to view oneself as a “member of a learning community.” || The ways in which the candidate will account for, or incorporate, students’ knowledge and experiences in the lesson have been described. It is evident that the candidate understands what it means to be “a member of a learning community.” || The ways in which the candidate will account for, or incorporate, students’ knowledge and experiences in the lesson have been clearly articulate. It is evident that the candidate understands what it means to be “a member of a learning community” ||  || inclusive of all the students, and no differentiated activities have been suggested. It is not evident that the candidate has thought about how to address student diversity. || The candidate has described how the lesson will be inclusive of all students, but there is no explanation of how activities will be differentiated. The candidate understands, and can describe the ways in which diversity can be addressed in the lesson, but ideas/strategies to support inclusion are not apparent in the lesson. || The candidate has described how the lesson will be inclusive of all students. Some of the differentiated activities are interesting, and they have been integrated throughout the lesson. It is evident that the candidate has thought about how to address student diversity, but s/he is only able to recognize/account for a few characteristics in general ways. || The candidate has articulated how the lesson will be inclusive of all the students by describing strategies/activities that are creative and thoughtful. Differentiated activities are well- integrated throughout the lesson, and likely to be interesting and challenging to students with special needs and abilities. It is evident that the candidate has thought about how to address student diversity, and the lesson includes an explanation of how the procedure will recognize/account for characteristics most apparent in the student population. ||  || //Rubric Source:// Dr. Laura Zieger, Associate Professor, NJCU Department of Educational Technology
 * || ** Beginning **
 * ** Instruction Goals and Objectives ** || Instructional goals and objectives are not stated. Learners can not tell what is expected of them. Learners can not determine what they should know and be able to do as a result of learning and instruction. || Instructional goals and objectives are stated but are not easy to understand. Learners are given some information regarding what is expected of them. Learners are not given enough information to determine what they should know and be able to do as a result of learning and instruction. || Instructional goals and objectives are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. || Instructional goals and objectives clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction. ||  ||
 * ** Assessment ** || Method for assessing student learning and evaluating instruction is missing. || Method for assessing student learning and evaluating instruction is vaguely stated. Assessment is teacher dependent. || Method for assessing student learning and evaluating instruction is present. Can be readily used for expert, peer, and/or self-evaluation. || Method for assessing student learning and evaluating instruction is clearly delineated and authentic. Can be readily used for expert, peer, and/or self-evaluation. ||  ||
 * ** Technology Used ** || Selection and application of technologies is inappropriate (or nonexistant) for learning environment and outcomes. || Selection and application of technologies is beginning to be appropriate for learning environment and outcomes. Technologies applied do not affect learning. || Selection and application of technologies is basically appropriate for learning environment and outcomes. Some technologies applied enhance learning. || Selection and application of technologies is appropriate for learning environment and outcomes. Technologies applied to enhance learning. ||  ||
 * ** Materials Needed ** || Material list is missing. || Some materials necessary for student and teacher to complete lesson are listed, but list is incomplete. || Most materials necessary for student and teacher to complete lesson are listed. || All materials necessary for student and teacher to complete lesson clearly listed. ||  ||
 * ** Organization and Presentation ** || Lesson plan is unorganized and not presented in a neat manner. || Lesson plan is organized, but not professionally presented. || Lesson plan is organized and neatly presented. || Complete package presented in well organized and professional fashion. ||  ||
 * ** Motivation ** || The activity is dry and boring. Technology cannot make a bad activity good or a boring activity exciting. The activity itself must be imaginative, thoughtful, and creative. || Activity is reasonably different from students' normal classroom activities. Students are motivated to try the activity. || Activity is different from students' normal classroom activities. Students enjoy the activity but would not want to do it again. || Activity is interesting and engaging for the target population. It is fun, even goofy enough to motivate students to do whatever it takes to accomplish it and would want to do it again. ||  ||
 * ** Standards Correlation ** || Specific national
 * ** Learning Community ** || The strategies for the recognition and incorporation of students’ knowledge and experiences are absent or vague.
 * ** Inclusive Instruction ** || The lesson is not
 * ||  ||   ||   || ** Total Points ** || _____/40 ||