|
Week A: Teacher
As Researcher—Team
Criteria-Building
Assignment & Rubric
Weeks 4,
7, 10 and 13
Goal: To
use consensus among your teammates as a way to agree on criteria for effective
concept-building activities.
Background:
Now that you have tried out some activities in your classroom, reflected
on their characteristics, and come up with your own criteria for what
makes an activity effective for concept-building, your team is ready to
come up with ONE set of criteria to use. During Week 4, you come up with
the criteria, but you can refine and revise them in Week A (7, 10, and
13) of each of the remaining cycles.
The key to building
consensus is to start with the goal and requirements. Discuss how you
will elicit everyone’s ideas. You may want to allow all teammates
to post and then offer syntheses one by one, or you may want to have ongoing,
cumulative syntheses as ideas are presented.
Remember these ideas
in building consensus about the criteria for effective concept-building
activities:
- Hear from everyone.
All members must contribute, or you cannot agree on the criteria.
- Look for commonalties
and differences. Use your observations as a litmus test on any differences.
Look for what the differences teach you about the problem.
- Combine ideas to
address differences by using the "either"/"or" approach.
Use the directions
below to complete this week’s team assignment.
|
Assignment
(by
midnight Sunday)
Posting
Instructions for steps 1-3
Go
to the Classroom, then
to Teacher As Researcher. |
1. Read
the criteria for effective concept-building activities submitted
by your teammates.
2. Collaborate
online with your teammates about the criteria for effective concept-building
activities. Use the rubric below to check your progress.
3. Post
a final set of criteria. Consider having one team member take the
responsibility for compiling and posting the criteria that has been
agreed upon. This team member should let the other teammates know
where this information has been posted so that all members can link
to this page from their portfolios.
Posting
Instructions for step 4
Go
to the Classroom, then to Portfolio Space. |
4. Go
to your portfolio in the Classroom to make links from your portfolio
to your team’s final set of criteria.
|
Rubric
You
and your facilitator will use the rubric below to gauge your team’s
success in producing a set of criteria for effective concept-building
activities.
| Rubric
Criteria: Based
on observations and reflections collected during classroom action
research. |
4
Rating:
Clear
and compelling evidence presented that the criteria came out of one
or more of the team members' classroom action research and reflections.
|
3
Rating:
Evidence
presented that the criteria came out of one or more of the team members'
classroom action research and reflections.
|
2
Rating:
Observations
and reflections are referred to.
|
1
Rating:
Some
rationale for criteria presented. |
| Rubric
Criteria: Criteria
link the characteristics of the activity to knowledge outcomes for
student learning. |
4
Rating:
Criteria
focused on rigorous analysis of student knowledge outcomes.
|
3
Rating:
Most
Criteria focused on student knowledge outcomes.
|
2
Rating:
Some
Criteria focused on student knowledge outcomes. |
1
Rating:
Little
or no criteria tied to student knowledge outcomes. |
| Rubric
Criteria: Achieved
consensus about usefulness of criteria. |
4
Rating:
Vigorous
discussion resulting in consensus. |
3
Rating:
Discussion
resulting in consensus.
|
2
Rating:
Some
discussion about criteria selection. |
1
Rating:
Little
or no discussion about criteria selection. |
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