Assessment
Overview
Week C: Teacher As Designer—Individual
PBL
Design Assignment & Rubric
Weeks
6, 9, 12, and 15
Goal:
Individually design a PBL lesson for your students and post
it for feedback from your teammates who will act as "critical
friends". Then, learn how to be a good critical friend
by providing feedback on a teammate's PBL lesson.
Background:
During Week A and Week B, you experienced all the steps of the
PBL Model. Now you will apply what you have learned about Problem-Based
Learning to a PBL lesson you will design on your own for your
students. Your PBL lesson should be focused on an Earth system
science event, preferably one that is related to or derived
from the event you studied in Week A and Week B of each three-week
cycle. However, if you can not think of a related event, you
may focus your PBL lesson on another Earth system science event.
From the
student perspective, you have begun to appreciate how important
a focused complexity is in the scenario. You have seen the value
of stating your own theories up front and then working between
reflection and discussion to refine them. You have used rubrics
to look objectively at how you are progressing.
This week
you will use the criteria in the rubric below to map out a PBL
lesson for your students. Think about what scenario will engage
them and how you will structure and reward for reflection and
discussion. The power of a PBL lesson is in its effectiveness
in helping students construct new knowledge and build skills.
This week
you will practice being a "critical friend" when you
assess other people's PBL lessons. "Critical friend"
almost sounds like an oxymoron--a contradiction. How can a real
friend be critical? In fact, honest feedback coming from friends
may be the easiest to hear because you know they want you to
succeed. You give them permission to be honest when you ask
for feedback and you can choose whether or not to use what they
tell you.
Below are
some pointers for being a good critical friend.
- Read
for understanding. Can you, as a fellow teacher, follow this
lesson? Ask clarifying questions and then give a summary of
the lesson to be sure you understand it.
- Read
for power. Will this lesson confront students' ideas and engage
them in exploiting new information and ideas.
- Rate
the PBL lesson on a scale of 1-4 according to the PBL Design
Rubric and make suggestions for how to improve the rating.
Use the
directions below to complete your PBL lesson design assignment.
|
Assignment
(by midnight Sunday)
Posting
Instructions for steps 1-2
Go
to the Classroom. Click on the event name (Coral Reef,
Tropical Forests, Ozone, Global Change) you studied
in Week A and Week B of this particular cycle to enter
the appropriate event classroom. Then click on the
Teacher as Designer graphic. |
1.
Design
your PBL lesson according to the rubric below.
2.
Post
your PBL lesson for feedback from a critical friend.
Posting
Instructions for steps 3-6
Go
to the Classroom
to select the appropriate event classroom,
then click on the Teacher As Designer graphic. |
3.
Act
as a critical friend to at least one teammate. Determine
with your teammates who will be assessing which teammate's
PBL lesson so that each teammate has a partner.
4.
Read
your teammate's PBL lesson.
5.
Go
to the end of your teammate's PBL lesson to add a message.
In this message, you will include your rating of the PBL
lesson on a scale of 1-4 based on how well it met the
PBL design criteria.
6.
Offer
suggestions for how your teammate could improve the PBL
lesson rating. Be very specific.
|
Rubric
You can earn as many as five points for this assignment. You
will automatically earn one point for submitting your assignment
on time. See the Time Rubric. Use the
criteria and indicators below to gauge your success in earning
the remaining four points.
| Rubric
Criteria:
Goals
|
4
Rating:
Goals
are clear and understandable and focused on a few pivotal
concepts. |
3
Rating:
Goals
are clear and understandable to your students.
|
2
Rating:
Goals
are understandable to your students. |
1
Rating:
Goals
are clearly stated. |
| Rubric
Criteria:
Scenario
and instructional plan |
4
Rating:
The
scenario and activities are powerful in drawing out students'
private theories, causing them to rethink their ideas and
to collaborative build strong arguments for their hypothesis.
|
3
Rating:
The
scenario and activities are designed to draw out students'
theories, causing them to rethink their ideas and to think
out loud with each other. |
2
Rating:
The
scenario and activities are designed to cause students to
rethink their ideas. |
1
Rating:
The
scenario and activities are designed to be intriguing to
students so they want to learn more. |
| Rubric
Criteria:
Resources
for student use |
4
Rating:
List
of a variety of multiple resources (Books, Journals, CD
ROMS, Internet, etc). |
3
Rating:
List
of multiple resources for student use from more than one
source. |
2
Rating:
List
of resources for student use from one source (e.g. Internet
URLs). |
1
Rating:
Limited
list of resources for student use. |
| Rubric
Criteria:
Criteria
and indicators of success (for example, a rubric) |
| 4
Rating:
Assessment is ongoing and standards-based involving students
in seeing their own growth against clear criteria and indicators
along a continuum of progress. |
3
Rating:
Assessment is ongoing and standards-based. |
2
Rating:
Assessment is ongoing or standards-based. |
1
Rating:
Assessment is neither ongoing nor standards-based. |
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