2 Rubrics and Lesson Plan.ppt
- 1. Rubrics and Lesson Plan Mohamed Nadzri Mohd Yusoff (Hj.)
- 2. Learning Outcomes At the end of this session, the participants will be able to: • Explain what is Rubrics Assessment • Explain what is a lesson plan • Explain the purpose of lesson plan • Explain steps in developing a lesson plan • Develop a lesson plan
- 4. A rubric is: • an alternative assessment tool used to measure students' work. • a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. • a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.
- 5. A rubric is: • designed to simulate real life activity where students are engaged in solving real-life problems. • a performance-based assessment that evaluates student performance on any given task or set of tasks that ultimately leads to a final product, or learning outcome.
- 6. A rubric: • can be analytic or holistic, and can be created for any content area including math, science, history, writing, foreign languages, drama, art, music, etc... • is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. • can be created in a variety of forms and levels of complexity
- 7. Using Rubric • Students are involved in the assessment process through both peer and self-assessment. • As students become familiar with rubrics, they can assist in the rubric design process. • Involvement empowers the students and as a result, their learning becomes more focused and self- directed.
- 8. 3 General Features of Rubrics: • objectives (performance, behavior, or quality) to be measured • a range/scale to rate the objectives • specific performance characteristics arranged in levels indicating the degree to which a standard has been met. Evaluation Categories 1- Weak 2-Developing 3-Good 4-Very Good 5-Exceptional ACCESSIBILITY How accessible is the presentation to educate viewers from a range of background Scope too broad or too narrow; lacks depth; AND uses too much technical language/ jargon Scope too broad or too narrow OR lacks depth OR uses too much technical language/ jargon Reasonable scope and depth; lapses into detail that may not be accessible to the audience Good scope & depth without losing the audience in technical detail; a good learning experience Exceptional scope & depth; a true learning experience; exceeds expectations
- 9. WHY use Rubrics? • rubrics improve students' end products and therefore increase learning. • teachers know implicitly what makes a good final product and why; when they evaluate papers or projects • students will understand how they will be evaluated and can prepare accordingly, when they receive rubrics beforehand • rubric can be a tool for students to improve the quality of their work and increase their knowledge.
- 10. Advantages of Rubrics: • improve student performance by clearly showing the student how their work will be evaluated and what is expected. • help students become better judges of the quality of their own work. • allow assessment to be more objective and consistent.
- 11. Advantages of Rubrics: • force the teacher to clarify his/her criteria in specific terms. • reduce the amount of time teachers spend evaluating student work. • promote student awareness about the criteria to use in assessing peer performance. • provide useful feedback to the teacher regarding the effectiveness of the instruction.
- 12. Advantages of Rubrics: • provide students with more informative feedback about their strengths and areas in need of improvement. • accommodate heterogeneous classes by offering a range of quality levels. • easy to use and easy to explain.
- 13. Evaluation Categories 1- Weak 2-Developing 3-Good 4-Very Good 5-Exceptional Score (1-5) ACCESSIBILITY How accessible is the presentation to educate viewers from a range of background Scope too broad or too narrow; lacks depth; AND uses too much technical language/ jargon Scope too broad or too narrow OR lacks depth OR uses too much technical language/ jargon Reasonable scope and depth; lapses into detail that may not be accessible to the audience Good scope & depth without losing the audience in technical detail; a good learning experience Exceptional scope & depth; a true learning experience; exceeds expectations THESIS How well was the central issue identified No clear statement offered Incomplete or unfocused Reasonably clear Clear and concise Clear, concise. Engaging, and thought provoking ORGANISATION How well organized was the poster No clear information sequence; very difficult to follow Evidence of some organization but not in an optimal order; difficult to follow Ideas presented in logical sequence; reasonably easy to follow Presented in logical &interesting ways; easy to follow but not oversimplified Exceptional organization in light of the fact that the topic is complex EVIDENCES How well was evidence used to support the work’s main claims No appropriate evidence was presented to support the presentations central claims Some evidence present, but is either insufficient or not clearly supportive of the main claims Evidence used to support the central claims are well chosen with some degree of detail Evidence well chosen & detailed; connection between argument & evidence is clear; opposing evidence considered Well chosen, detailed, rich; highly compelling; opposing evidence considered and refuted CONCLUSION How well did the work draw conclusions No apparent conclusions; no discussion of implications Conclusions are restatements of previous statements Brings closure with some synthesis but does not address implications Synthesizes the work; brings closure; allude(make indirect reference) to broader implications Synthesizes; brings closure; conveys real implications; suggest new perspectives LAYOUT/GRAPHICS How well did the author use the space allocated Poster is far too crowded or much too sparse; no graphics Too crowded or too sparse; graphics lack clear value; several redundancies A bit too crowded; not all graphics add value; minor redundancies Well laid out; graphics add value; no redundancies Perfectly laid out; graphics are professional quality; highly polished work CLARITY/ MECHANICS How clear and error- free was the text Many unclear or ungrammatical texts; many errors/typos Some unclear/ ungrammatical texts; some errors/ typos Mostly clear, with few lapses; one or two errors/ typos Clear and coherent texts; error free Exceptionally logical and well written texts; error free ENGAGEMENT Overall, how well did the poster engage viewers Not at all Minimally Moderately Consistently Exceptionally TOTAL SCORE / 40 RUBRIC FOR POSTER PRESENTATIONS
- 14. Criteria 1 2 3 4 5 Frequency of posting, Promptness and Initiative Does not respond to most postings; rarely participates freely Responds to most postings several days after initial discussion; limited initiative Responds to most postings within a 24 hour period; requires occasional prompting to post Responds to most postings within a 24 hour period; demonstrates self initiative Consistently responds to postings in less than 24 hours; demonstrates good self initiative Relevancy of posting Posts topics which do not relate to the discussion content; makes short or irrelevant remarks Occasionally posts off topic; most posts are short in length and offer no further insight into the topic Frequently posts topics that are related to discussion content; prompts further discussion of topic Frequently posts topics that are related to discussion content; cites additional references related to topic. Consistently posts topics related to discussion topic; cites additional references related to topic. Uniqueness of posting Does not have new ideas and only include “I agree with…” statement Repeat or summarises other postings with few new ideas or connections Have very little new ideas or connections but lack depth and/or detail Have new ideas or connections but lack depth and/or detail Have new ideas and new connections made with depth and detail Critical Thinking Does not express opinions or ideas clearly, no connection to topic Unclear connection to topic evidenced in minimal express of opinions or ideas Opinions and ideas are stated clearly with occasional lack of connection to topic. Opinions and ideas are stated clearly with connection to topic. Expresses opinions and ideas in a clear and concise manner with obvious connection to topic Contribution to the Learning Community Des not make effort to participate in learning community as it develops; seems indifferent Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely Frequently attempts to direct the discussion but presents creative approaches to topic. Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic. RUBRIC FOR ONLINE DISCUSSION BOARD (Iclass)
- 15. Lesson Plan
- 16. What is a lesson plan? • A written description to teach academic content. • helps organise teaching objectives and methodologies • determines the purpose, aim, and rational of class time activity. • provides focus for the lesson to be presented. • a fairly detailed plan of instruction, that helps provide the best way to present the information needed to the students. • clear and specific outcomes are developed.
- 17. Components of Lesson Plan Components that should be included lesson plans are: • Goals/ Aims • Outcomes • Prerequisites • Materials • Lesson Description • Lesson Procedure • Assessment/ Evaluation
- 18. GOALS/ AIMS • Determine purpose, aim, and rationale for what you and your students will engage in during class time. • To express the intermediate lesson goals that draw upon previous plans and activities • Set the stage by preparing students for future activities and further knowledge acquisition. • Typically written as broad educational or unit goals adhering to national curriculum standards. – What are the broader outcomes, aims, or goals of the unit plan/curriculum? What are your goals for this unit? – What do you expect students to be able to do by the end of this unit?
- 19. OUTCOMES • Focuses on what your students will do to acquire further knowledge and skills. • Drawn from goals/ aims of the unit plan but are achieved over a well defined time period. – What will students be able to do during this lesson? – Under what conditions will students' performance be accomplished? – What is the degree or criterion on the basis of which satisfactory attainment of the outcomes will be judged? – How will students demonstrate that they have learned and understood the objectives of the lesson?
- 20. PREREQUISITES • Useful when considering the readiness state of students. • Allow you, and other teachers replicating your lesson plan, to consider necessary prep activities to make sure that students can meet the lesson outcomes. – What must students already be able to do before this lesson? – What concepts have to be mastered in advance to accomplish the lesson objectives?
- 21. MATERIALS • Determine how much preparation time, resources, and management will be involved in carrying out the plan • Determine what materials, books, equipment, and resources teachers will need to have ready • A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. – What materials will be needed? – What textbooks or books are needed? (please include full bibliographic citations) – What needs to be prepared in advance? (typical for science classes activities)
- 22. LESSON DESCRIPTION • Provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. • Provides a general overview of the lesson in terms of topic focus, activities, and purpose. – What is unique about this lesson? – How did your students like it? – What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation.)
- 23. LESSON PROCEDURE ./1 • Provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. • Intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. • Focuses on what the teacher should have students do during the lesson. • Basically divided into several components: 1. introduction 2. main activity 3. closure. 4. follow-up activities
- 24. LESSON PROCEDURE ./2 1.Introduction • How will you introduce the ideas and outcomes of this lesson? • How will you get students' attention and motivate them in order to hold their attention? • How can you tie lesson outcomes with student interests and past classroom activities? • What will be expected of students?
- 25. LESSON PROCEDURE ./3 2.Main Activity • What is the focus of the lesson? • How would you describe the flow of the lesson to another teacher who will replicate it? • What does the teacher do to facilitate learning and manage the various activities? • What are some good and bad examples to illustrate what you are presenting to students? • How can this material be presented to ensure each student will benefit from the learning experience?
- 26. LESSON PROCEDURE ./4 • Points to ponder # 1: • Take into consideration what students are learning (a new skill, a rule or formula, a concept/fact/idea, an attitude, or a value). • Choose one of the following techniques to plan the lesson content based on what your objectives are: • Demonstration ==> list in detail and sequence of the steps to be performed • Explanation ==> outline the information to be explained • Discussion ==> list of key questions to guide the discussion
- 27. LESSON PROCEDURE ./5 3.Closure/Conclusion • What will you use to draw the ideas together for students at the end? • How will you provide feedback to students to correct their misunderstandings and reinforce their learning?
- 28. LESSON PROCEDURE ./6 4.Follow up Lessons/Activities • What activities might you suggest for enrichment and remediation? • What lessons might follow as a result of this lesson?
- 29. ASSESSMENT/ EVALUATION ./1 • Focuses on ensuring that students have arrived at their intended destination. • Will need to gather some evidence that they did. • Usually done by gathering students' work and assessing this work using some kind of grading rubric that is based on lesson outcomes. • Could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson. • Could also quiz students on various concepts and problems as well.
- 30. ASSESSMENT/ EVALUATION ./2 • How will you evaluate the outcomes that were identified? • Have students practiced what you are asking them to do for evaluation?
- 31. ASSESSMENT/ EVALUATION ./3 • Points to ponder # 2: • Be sure to provide students with the opportunity to practice what you will be assessing them on. • Never introduce new material during this activity. • Avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. • For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice application.
- 32. Food for thought? • How do you determine the duration of your lesson? (e.g. Topic 1 = 2 hours, Topic 2= 1 hour, Topic 3 = 3 hours, etc, etc)