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A rubric is an assessment tool which utilizes specific criteria in order to evaluate student work.

THE PURPOSE OF RUBRICS

Rubrics explain and define the parameters of assessment instructors will use to review and determine the quality of an assignment.  Through rubrics, students are informed of teacher expectations and requirements.  Often, grades are determined by rubric scores.

THE BENEFIT OF RUBRICS

Using rubrics benefits students and teachers, and promotes higher quality learning.  Teachers are able to communicate expectations to students, who are better able to understand assignments and perceive their role in learning.  Rubrics help teachers to scaffold students  safely, providing guidelines which clarify the learning process.

HOLISTIC AND ANALYTIC RUBRICS

Holistic rubrics includes all criteria within a single scale.  A single score is assigned based upon the whole, entire work.  Analytic rubrics provide multiple scales of scoring various criteria, assigning several scores in response.

Both types of rubrics provide one overall score, or grade.  However, the varied criteria examined by an Analytic Rubric offers a more authentic assessment.  Students are capable of offering greater input into their assessment.

ONLINE TOOLS FOR CREATING RUBRICS

https://www.quickrubric.com/
https://rubric-maker.com/

REFERENCE(S)

5 of the best rubric making tools for teachers.  (2018, January 16).  Retrieved February 4, 2019 from the World Wide Web: https://www.educatorstechnology.com/2018/01/5-of-best-rubric-making-tools-for.html

Educational Impact.  (2019).  Creating and mastering rubrics.  Retrieved February 4, 2019 from https://www.educationalimpact.com/programs/programs/activity/A4L-01e_01/

OSPI - Developed Assessments for Social Studies.  (2019).  Office of Superintendent of Public Instruction, State of Washington.  Retrieved February 4, 2019 from the World Wide Web: http://www.k12.wa.us/SocialStudies/Assessments/default.aspx

SAMPLE RUBRICS

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EXAMPLES OF FORMATIVE ASSESSMENTS
●Entry and Exit Cards - Students respond to a direct question upon entering or leaving class.  Allows for assessment of a student’s understanding at a given point.

●Homework - Generally provides students practice in gaining knowledge and understanding, utilizing skills and gaining insight into what is not yet understood.  Grading should provide effective feedback to encourage students on how to proceed in class.

●In-Class Graphic Organizers - Students arrange material within an organizer.  Their result  allows for assessment of their grasp and/or proficiency with that topic or question.

●Quizzes - Announced and unannounced (‘pop’) are designed to reveal student knowledge and understanding, and skills at a given point in time.  Regard as practice and do not grade, unless announced and after ample practice opportunities.

●Whip-Arounds - Students write a one-sentence answer to a question posed by the teacher, providing response orally to the classroom.  Gauges quality of response.

EXAMPLES OF SUMMATIVE ASSESSMENTS
●Closed Task - Traditional pen and paper exercises and examinations, such as true-false, multiple choice, fill in the blank, matching, problem-solving questions.  Assesses knowledge recall but limited.  Does not assess originality or processing skills.  More simplistic assessment.

●Performance Oriented:

○Constructed Response - Responses to posed questions and visual representations.  Assesses students application, interpretive,  and analytic skills.  Limited in assessment sampling, and time consuming for teaching staff.   Also, a more  simplistic assessment.

○Performance Tasks - Includes oral presentations, lab demonstrations, athletic and artistic performances. Assesses breadth of student skills.  Limited in assessment sampling, and time consuming for staff.  Also, a more simplistic assessment.

○Products - Essays, research projects, portfolios, science and writing projects, art exhibits.  Allows for multidisciplinary approach, utilizing broadest set of student skills.  Provides most complex learning outcome.  Limited in time availability and scoring rubrics.  Requires significant guidance, feedback and input, and participation from teaching staff.

ONLINE ASSESSMENT TOOLS

https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx

https://www.pearsonassessments.com/learningassessments.html

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Backward Design Unit and Lesson Planning

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Backward Design Unit and Lesson Planning

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Backward Design Template

| Stage 1 - Desired Results

| Established Goals      |
| Big Ideas and Understanding       | Essential Questions
| Content, Social, and Language Goals        |
| Stage 2 - Assessment Evidence |
| Formative        | Summative
| Stage 3 - Learning Plan |
| Does my lesson plan show Authenticity      | On Task Behavior
| Ownership       | Rigor

| Prior Knowledge and Possible Misconception     |
| Remediation      |
| Interventions and Groupings      |

| I do        | We do | You do

ONLINE TOOLS

Backward Design Models

https://apasseducation.com/using-backward-design-curriculum-planning/

https://wp0.vanderbilt.edu/cft/guides-sub-pages/understanding-by-design/

Lesson Plan Templates

https://www.class-templates.com/lesson-plan-templates.html

https://www.teacherplanet.com/lesson-plan-templates

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| WHAT ARE QUESTIONING STRATEGIES? Questioning strategies are teaching methods and models which seek to effectively and thoughtfully engage all classroom learners.    This brochure is part of a series encouraging teachers to consider and incorporate questioning strategies into classrooms and coursework in order to stimulate higher-order thinking, such as creativity, evaluation, analysis, and application.  Please refer to the upper levels of Webb’s Depth of Knowledge and Bloom’s Taxonomy. Learning to become a better questioner makes for better students.  Also, the inclusion of higher-order skills and activities within the classroom prepare our students for better future in higher education and the workplace.   |   | ACME SCHOOL DISTRICT 123 Anystreet Way, Anycity, USA 12345 contact us Acme School District | (206) 555‐0100 | www.acmeschools.org   |   | REFERENCE RESOURCES SERIES Questioning strategies Strategies to incorporate into classroom teaching and learning, in order to increase student engagement, develop higher-order thinking skills, and/or promote student reflection and problem-solving skills. Intended to serve transition from teacher-centered, direct instruction to indirect, student-centered instruction, promoting independent study and lifelong learning.
| EXAMPLES OF QUESTIONING STRATEGIES ASK DIRECT, FOCUSED QUESTIONS Use questions sequentially, building in complexity.  Initiate with simpler, direct and focused questions.  Ask these questions throughout the class period. KEEP COURSE AIMS/GOALS IN MIND What are the course aims?  Questions should be asked with them in mind, encouraging the development of skills and concepts. ASK OPEN-ENDED QUESTIONS Open-ended questions facilitate discussion and debate.  Avoid leading questions, as well as yes and/or no questions.                FACILITATE DISCUSSION Provide ample time for students to formulate thoughts and responses and wait for them to finish before interjecting.  Show interest in all answers and develop thoughtful responses. |   | ReSOURCES & REFERENCES ·     RESOURCES https://education.cu-portland.edu/blog/classroom-resources https://www.edutopia.org/topic/teaching-strategies https://www.highspeedinternet.com https://impactnyc.org https://www.marzanoresearch.com ·     REFERENCE(S) Burden, P. R. and Byrd, D. M. (2015).  Methods for effective teaching (7 th ed.).  Boston: Pearson. Developing higher order thinking questions to promote student learning.  Retrieved February 17, 2019 from the World Wide Web: http://www.palmyraschools.com/ps/Departments/Curriculum%20and%20Instruction/Professional%20Development/Higher%20Order%20Thinking%20Presentation.pdf Teachthought staff.  4 questioning strategies for effective & thoughtful teaching.  (February 3, 2019).  Teachthought.com.   |   | “While questions which elicit lower level thinking are an important part of teaching, they are useless unless they build toward questions which help kids develop higher order thinking skills.” - Benjamin Bloom -

Technological tools and/or devices that can be used to support student learning in the secondary classroom.

1.     Mobile Devices - play games, use different apps to share work and ideas, and use social media, podcast.

Apps such as SeeSaw allow students to share information and work with parents and others by taking pictures and posting it etc.  It also allows teachers to do this and parents to give feedback as well as get to see what they did at school for the day.

2.     Laptops - research, create multi-media projects and presentations, stream videos, and use social media, blogging, podcast

Great for creating presentations through Powerpoint as well as Prezi. With the use of Google Drive you can share things instantaneously with people in your group.

3.     Smart Boards - interactively participate in lectures, stream videos, play learning games.

4.     iPads and Tablets - Play games, stream videos, do research, use apps to share ideas, and use social media, blogging, podcast

Apps such as SeeSaw allow students to share information and work with parents and others by taking pictures and posting it etc.  It also allows teachers to do this and parents to give feedback as well as get to see what they did at school for the day.

5.     Speakers/music -  with apps such as White Noise you can drown out background noise with a wide variety of different sounds and music to help students focus. This is especially helpful in english classes when writing or when groups are splitting up to do different work.

6.     Cold Turkey -  This is a tool that is very helpful for teachers.  It allows you to block certain websites or the internet as a whole to keep your students focused on the task at hand.  You can turn it on for just half the period of a section of time so that they can use the internet for research for 20 minutes or so before your turn it on and then they can eliminate distractions while writing their paper for example.

7.     Kahoot! - This is another app that students can use to create in class quizzes and questionnaires. You as a teacher can also create them. It is a good way to get feedback and it has a game like feel that keeps students engaged.

8.     Duolingo - Great app for support learning a second language recommended by my college spanish professor. It has all the main languages learned in middle and high schools in America and is a fun and useful way to work on your second or third or even forth language at home or on the go.

https://www.securedgenetworks.com/blog/7-Fun-Ways-to-Use-Technology-in-the-classroom-to-enrich-learning

https://www.teachthought.com/technology/9-technology-tools-engage-students-classroom/

https://blog.ed.ted.com/2015/09/19/25-awesome-apps-for-teachers-recommended-by-teachers/

https://www.educationalappstore.com/app-lists/best-apps-for-schools

https://www.digitaltrends.com/mobile/best-apps-for-teachers-education/

References

Educationalappstore. “Best Apps for Schools 2019: For Teachers and Students.” Educational App Store, Educational App Store, 1 Jan. 2019, www.educationalappstore.com/app-lists/best-apps-for-schools.

McClure, Laura. “25 Awesome Apps for Teachers, Recommended by Teachers.” TED-Ed Blog, 31 Mar. 2016, blog.ed.ted.com/2015/09/19/25-awesome-apps-for-teachers-recommended-by-teachers/.

Schiola, Emily. “The Best Apps for Teachers and Educators.” Digital Trends, Digital Trends, 16 Jan. 2019, www.digitaltrends.com/mobile/best-apps-for-teachers-education/.

Staff, TeachThough. “9 Technology Tools To Engage Students In The Classroom -.” TeachThought, 5 Aug. 2016, www.teachthought.com/technology/9-technology-tools-engage-students-classroom/.

Wainwright, Ashley. “7 Fun Ways to Use Technology in the Classroom to Enrich Learning.” WiFi as a Service - Secure WiFi Subscriptions - SecurEdge Networks, SecurEdge Blog, 2012, www.securedgenetworks.com/blog/7-Fun-Ways-to-Use-Technology-in-the-classroom-to-enrich-learning.

ONLINE TOOLS

https://www.ed.gov/oii-news/use-technology-teaching-and-learning

https://education.cu-portland.edu/blog/classroom-resources/using-classroom-technology/

https://www.edutopia.org/topic/classroom-technology

https://id.iste.org/docs/excerpts/NETTB2-excerpt.pdf

https://www.prodigygame.com/blog/ways-to-use-technology-in-the-classroom/

https://www.quizalize.com/blog/2018/02/23/teaching-strategies/

https://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers

http://teachmag.com/archives/3574

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Differentiated Instruction and Response to Intervention (RTI)

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Differentiated Instruction and Response to Intervention (RTI)

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ONLINE TOOLS - Differentiation

https://www.aeseducation.com/best-differentiated-instruction-strategies-for-cte

https://www.edutopia.org/discussion/18-teacher-tested-strategies-differentiated-instruction

http://inservice.ascd.org/five-tips-for-getting-started-with-differentiation-in-a-secondary-classroom/

http://www.teachhub.com/differentiated-instruction-secondary-classroom

ONLINE TOOLS - RTI

https://rti4success.org/related-rti-topics/secondary-schools

http://www.rtinetwork.org/learn/rti-in-secondary-schools

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ONLINE TOOLS

Collaboration

https://www.schoology.com/blog/teacher-collaboration-how-approach-it-2018

https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea

Communication

http://www.ascd.org/ascd-express/vol14/num01/3-Ways-to-Improve-Parent-Teacher-Communication.aspx

http://www.readingrockets.org/article/building-parent-teacher-relationships