T560 Rubric for Final Project: Spring, 2010

Student Name: Paviter Singh TF: Prof David Rose

Project: Snapshots Project in Humanities
Objective: To provide students with the opportunity to apply what they have learned in English and Social Studies lessons by collaborating with each other
to create an authentic, real world product that will be showcased online

I) Lesson
Description

Topic 0 points (significant 1 point (minor 2 points (proficient) 3 points (excellent) Comments
problems) problems)
Instructional Goal Instructional goal is Instructional goal is Instructional goal is Instructional goal is The goal involves using the skills that
inappropriate for minimally adequate appropriate for all universally students have worked on in the classroom.
diverse classrooms, or is for members of a members of a diverse designed, suitable The purpose is to show students the real
poorly described or diverse classroom, or is classroom, and is for all members of a life applicability of what they learn
justified. weakly described or adequately described diverse classroom, everyday to engage them and help them
justified. and justified. exceptionally realize the usefulness of classroom based
described and lessons. Students collaborate in different
justified. modes with each other, learn from each
other and are guided to create a product
that is put online. More than just the final
product, the work of students forms a live
resource that is used by teachers to teach
students at Secondary 2. This is a
motivating factor that spurs students to
put in greater effort knowing that their
work is going to be used - is meaningful.
Media and materials The media and The media and The media and The media and My lesson is in English and Humanities and
materials are poorly materials are materials are materials are does not contain mathematical notations
designed (or described) minimally appropriate adequately innovatively designed (checkpoint 2.3). Syntax and structures are
or would create in design or designed (or (or described) to not well highlighted. On hindsight, it may
obvious barriers in description to meet described) to meet optimize learning for have been useful to have a mindmap
representation, the needs of diverse the instructional all students. demonstrating how different aspects of
expression, or students. One or more needs of diverse the project linked together (though, this
engagement for aspect of students. All was done in the introduction voice thread)
diverse students. representation, aspects -
expression, or representation,
engagement, is expression, and
minimally addressed. engagement – are
adequately
addressed.
Method of Presents no coherent Presents minimal Presents adequate Presents innovative The project uses the multiple modes of
Assessment means of assessment, description of description of means of response afforded by Voice Thread to
or uses methods that assessment, or uses assessment method assessment that is engage with students. Students are
would erect obvious methods that would that is appropriate for universally encouraged to ask questions using these
and irrelevant barriers be minimally students in diverse designed. modes as well as respond to the questions
for some students. appropriate across classrooms. of their friends. The project is tied together
diverse students. using multiple Web 2.0 applications such
as wikispaces, glogster on which the
project is based on, slideshare on which
slides are stored and can be download
from, diigo for resources, picasa web
albums for pictures, you-tube for videos as
well as Answers.Com for the online
dictionary.
General Disorganized Organized superficially Organized lesson and Original Original design is evident through the
organization and presentation of but not strategically: explanations - presentation that maximization of Voice Thread as well as the
presentation. material, haphazard or e.g. explanations not presentation helps to uses strong embedding function in Wikispaces.
difficult to follow. integrated well with make key features organization and/or Students not only collaborate in teams but
design, elements evident, avoid coherent design to interact with each other on Voice Thread
presented without distractions, and clarify and engage and through the discussion feature on as
clear emphasis or clarify objectives. the learners. they review each other’s glogs.
priority.
II) UDL Features
(place an ‘x’ in each
line under the
description that best
fits the product)

Shows little use of multiple Shows some use of multiple Shows good use of multiple Shows comprehensive and/or
representations or uses them representations to support representations to support innovative use of multiple
Representation inappropriately for goals. diverse students in reaching diverse students in reaching representations to support
goals. goals, and addresses specific diverse students, and addresses
spectrum adequately. specific spectrum with originality
and specificity.
1) Sensory X
2) Linguistic X
3) Cognitive X
Shows little use of multiple Shows some use of multiple Shows good use of multiple Shows comprehensive and or
means of expression to support means of expression to support means of expression to support original use of means of
Expression diverse students in reaching diverse students in reaching diverse students in reaching expression to support students,
goals. goals. goals, and addresses specific and addresses specific spectrum
spectrum adequately. with originality and specificity.
1) Motor X
2) Fluency X
3) Executive X
Shows little understanding of Shows some use of multiple Shows good use of multiple Shows excellent diversity in the
using multiple means of means of engagement. means of engagement and means of engagement, and
Engagement engagement. addresses specific spectrum addresses specific spectrum with
adequately. originality and specificity.
1) Recruit X
2) Sustain X
3) Regulate X