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1.Examine rubrics 1 and 2.
In general terms decide if they help you to easily delineate one level from another and why it is successful or not. You will use this insight to help you in the construction of your own rubric.

2. Examine rubrics 3 and 4
In general terms decide if they help you to easily delineate one level from another and why it is successful or not. You will use this insight to help you in the construction of your own rubric.

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What do you notice?

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What do you notice?

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What do you notice?

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What do you notice?

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1.Revisit the mini lesson components article (individual)
2. Revisit all the notes you took from the F and P Mini Lesson Introduction. Share with your group one by one, no need to repeat what someone else has said.
3. Cluster the elements you shared and those from the article together under headings.
3. From this big list discuss and agree on what the key critical elements / aspects for a successful mini lesson need to be.
4. Now you have your rubric criteria. Do you have too many? Do you need them all? Can they be clustered further? Decide on your final criteria and name them.
5.Write a description of what each criteria would look like if it was well implemented. Use the stage descriptions to assist you -------->
Bear in mind what you said about rubrics 1,2,3,4 earlier.
6.. •Write the description of what each of these elements would look like if it was implemented at a poor standard, missing or replaced by something inferior.
7 and 8 Now write the levels in between.
9. Review and confirm
10. Go to Rubric Combining Protocol.  ----------->

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The weakest or no level of implementation

You might be feeling you cant really call this a mini lesson at all. It doesn't meet its purpose or structure

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Implementation has started and some aspects are attempted but they are inconsistent in quality

You can see its a mini lesson. You can sense what the teacher is trying to do but it lacks focus and it is not gradually released

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Implementation is well under way with all or many aspects in place. Some aspects are well implemented

It is a mini lesson. It is brief, it has release stages and it has a single achievable focus. The students are generally responding well. If it is part of a sequence or umbrella this is made clear.

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Implementation has become normalised. The choice of activity meets purpose and connects to something meaningful for students. All aspects are in place and they are usually delivered and experienced as a successful and enjoyable learning with most students strongly engaged and equipped to try on their own.

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Rubric Combining A Protocol      2 groups come together with their rubrics

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Rubric Combining A Protocol      2 groups come together with their rubrics

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1.One person from one group (group 1) shares one criteria. The other group  (2) responds to see if they have a similar criteria or part criteria. If they dont discuss to decide if this criteria should be confirmed. You are not looking at levels at this stage only criteria.

2. Group 2 then shares one criteria and group 1 responds to see if it is the same or similar to one of their criteria. If yes work to combine, of not discuss to see if it should be included

3. Repeat this alternating process until all criteria have been shared and then combined, added or rejected.
4. You now have your agreed combined criteria. Now examine each horizontal line for each of the agreed criteria. Always begin with level 4 so that you come to agreement as to what quality looks like.
5. Repeat for all criteria. Discussing and agreeing on all levels of implementation for all criteria.
6. In preparation for your next activity you are going to assign yourself a number. From your ORGINAL group before you combined number off 1,2,1,2,1,2 etc. Both groups need to do this. You will all then be a 1 or a 2.

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Combined groups combine again.
(Depending on group size on the day this may need modification)

All number 1s will be assigned to 1 group and all number 2s to another group.

You will now follow the same steps as Rubric Combining Protocol A . However this time group 1 will be working with half the criteria and group 2 with the other half.

The goal being that once groups 1 and 2 come back together we have one complete agreed to rubric.

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Observations: Rubrics 1, 2, 3, 4
Rubric 1: Clear, well-defined criteria. The language used is simple, precise. The progression is evident, each stage is clearly delineated. Each success criteria is easy to decode. Even without a title, it was evident that it referred to a Speaking task/presentation.

Rubric 2: The criteria as well as their descriptions were too complex and vague, also seemed repetitive. Many elements in one criteria seemed subjective and confusing, needed clarification. Repetition of keywords in each criteria makes the focus unclear. Use of terms such as "Pass" and "Fail" can be avoided. The task and expectations were unclear. All criteria talked about evidence around ideas.

Rubric 3: The criteria are specific and brief, as compared to rubric 2. However, the descriptions are vague and subjective, include too many elements, will be difficult to use for self-assessment. The descriptions need to be more specific and clearly defined. Bullet-points or a checklist could have helped bring more clarity. Format of presentation can be revisited.

Rubric 4: Mismatch between the purpose of the rubric (as stated at the bottom) and the listed criterion. Not clear if the focus is the quality of work or the process/work ethics. Some criteria are vague and subjective. Not enough details to explain or measure what it intends to assess. Use of "You" can be avoided, focus only on the description of the success criteria.

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Mini Lesson Criteria Task 2: Nidha, Preeti, Swati G2, Amilty

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Mini Lesson Criteria Task 2: Nidha, Preeti, Swati G2, Amilty

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Mini lesson

·      Pre-work: Reading

·      Naming the Purpose, connection

·      Modelling out/Explanation/examples not merely telling. Use student memory of high quality texts read in class for this. Texts that are familiar.

·      Have-a-go

·      Link to the student work where they apply

Important features:

·      Mini, small, fast paced

·      Pure teacher talk, no questions, no sharing during that time.

·      To be taken everyday

·      Explicit one important understanding

·      Whole class

·      Students held responsible

·      Anchor Charts created along with the students

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Notes what is important in a mini lesson:

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Notes what is important in a mini lesson:

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The Criteria should be specific.
Each descriptor should have a single criteria. It should not have many points mentioned.
The Vocabulary or language should be positive or politically correct.
The Goals should be identifiable, showable, or observable.
The difference between or among the descriptors should be visible.
Naming the rubric righly is important.
It should be comprehensive.