Materials Design Rubric Professional Development Webinar The webinar begins at 9 am PDT 10 am MDT 11 a m CDT 12 pm EDT InTeGrate Materials Design Rubric Joshua Caulkins The University of Rhode Island ID: 542166
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InTeGrate Materials Design RubricProfessional Development Webinar
The webinar begins at:
9
am PDT | 10 am MDT | 11
a
m CDT | 12 pm EDTSlide2
InTeGrate Materials Design Rubric
Joshua Caulkins
The University of Rhode Island
InTeGrate Webinar CoordinatorAssessment Team Member
Becca
Walker
Mt. San Antonio CollegeInTeGrate Module AuthorClimate of Change
Stuart BirnbaumUniv. of Texas San AntonioInTeGrate Assessment Team LeadSlide3
Goals of this webinarDescribe how the InTeGrate Materials Design Rubric is used to review materials.Slide4
Goals of this webinarDescribe how the InTeGrate Materials Design Rubric is used to review materials.
Identify the most challenging parts of the rubric and how to ensure your team can meet the criteria.Slide5
Goals of this webinarDescribe how the InTeGrate Materials Design Rubric is used to review materials.
Identify the most challenging parts of the rubric and how to ensure your team can meet the criteria.
Consider materials your team has developed using the rubric as a guide to identify areas that may need additional revision. Slide6
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)Slide7
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)
Learning Objectives and Goals (5 criteria, requires 13/15)Slide8
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)
Learning Objectives and Goals (5 criteria, requires 13/15)
Assessment and Measurement (5 criteria, requires 13/15)Slide9
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)
Learning Objectives and Goals (5 criteria, requires 13/15)
Assessment and Measurement (5 criteria, requires 13/15)Resources and Materials (6 criteria, requires 15/18)Slide10
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)
Learning Objectives and Goals (5 criteria, requires 13/15)
Assessment and Measurement (5 criteria, requires 13/15)Resources and Materials (6 criteria, requires 15/18)Instructional Strategies (5 criteria, requires 13/15)Slide11
Six main sections of the rubric:
Guiding Principles (5 criteria, requires 15/15)
Learning Objectives and Goals (5 criteria, requires 13/15)
Assessment and Measurement (5 criteria, requires 13/15)Resources and Materials (6 criteria, requires 15/18)Instructional Strategies (5 criteria, requires 13/15)Alignment (2 criteria, requires 5/6)Slide12
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.Slide13
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Rarely an issue: most modules/courses deal with one (or more) grand challenges facing society.Slide14
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.Slide15
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.
Geoscience as it relates to a social, political, or economic system.Ask yourself: Could a non-geoscientist teach your course/module in a non-geoscience class? Slide16
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.
Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind.Slide17
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.
Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind.Examples: Temporal Reasoning, Spatial Thinking, Geographic Facility, Systems Thinking, Uncertaintyhttp:serc.carleton.edu/integrate/teaching_materials/habits.htmlSlide18
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.
Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind.Course/module makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry.Slide19
Section 1: Guiding Principles
Course/module addresses one or more geoscience-related grand challenges facing society.
Course/module develops student ability to address interdisciplinary problems.
Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind.Course/module makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry.Rarely a problem – Just be sure to use data.Slide20
Section 1: Guiding Principles
Course/module incorporates systems thinking.Slide21
Section 1: Guiding Principles
Course/module incorporates systems thinking.
See Systems Thinking webinar page:
http://serc.carleton.edu/integrate/workshops/webinars/2015/systems_think.htmlExample from Climate of Change module:Students examine real data (sea surface temp, wind, precipitation, etc) and discuss how the parts of the system interactSlide22
Section 1: Guiding Principles
Course/module incorporates systems thinking.
See Systems Thinking webinar page:
http://serc.carleton.edu/integrate/workshops/webinars/2015/systems_think.htmlExample from Climate of Change module:Students examine real data (sea surface temp, wind, precipitation, etc) and discuss how the parts of the system interactEvolution of our approach to Systems Thinking:Course/module should present Systems Thinking and terminology explicitly and then apply it to different case studies, scenarios, problems, etc. Should be a theme throughout the course/module.Slide23
Section 1: Guiding Principles
Course/module incorporates systems thinking.
See Systems Thinking webinar page:
http://serc.carleton.edu/integrate/workshops/webinars/2015/systems_think.htmlExample from Climate of Change module:Students examine real data (sea surface temp, wind, precipitation, etc) and discuss how the parts of the system interactEvolution of our approach to Systems Thinking:Course/module should present Systems Thinking and terminology explicitly and then apply it to different case studies, scenarios, problems, etc. Should be a theme throughout the course/module.Assess Systems Thinking:Make sure you are measuring students ability to apply Systems Thinking in your assessments (quizzes, homework, projects, exams, etc).Slide24
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.Slide25
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Use Bloom’s Taxonomy, include variety of cognition levels
See Learning Goals interactive page:http://serc.carleton.edu/integrate/info_team_members/currdev/effective_materials/learning_goals.htmlSlide26
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Slide27
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Almost all assessment should have rubricsSee Rubrics webinar or Interactive pages:Webinar: http://serc.carleton.edu/integrate/workshops/webinars/rubrics/index.htmlInteractive Page: http://serc.carleton.edu/integrate/info_team_members/currdev/effective_materials/rubrics.htmlSlide28
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Slide29
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Rarely an issue.Slide30
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Learning objectives and goals are clearly stated for each module in language suitable for the level of the students..Slide31
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Learning objectives and goals are clearly stated for each module in language suitable for the level of the students.Rarely a problem.Slide32
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Learning objectives and goals are clearly stated for each module in language suitable for the level of the students.Learning objectives and goals address the process and nature of science and development of scientific habits of mind.Slide33
Section 2: Learning Objectives and Goals
Learning objectives describe measurable geoscience literacy goals.
Instructions
and/or rubrics provide guidance for how students meet learning goals.Learning objectives and goals are appropriate for the intended use of the course/module. Learning objectives and goals are clearly stated for each module in language suitable for the level of the students.Learning objectives and goals address the process and nature of science and development of scientific habits of mind.Rarely a problem.Slide34
Section 3: Assessment and Measurement
Assessments
measure the learning
goals.Assessments are criterion referenced.Assessments are consistent with course activities and resources expected.Assessments are sequenced, varied and appropriate to content.Assessments address goals at successively higher cognitive levels.Slide35
Section 3: Assessment and Measurement
Assessments
measure the learning
goals.Assessments are criterion referenced.Assessments are consistent with course activities and resources expected.Assessments are sequenced, varied and appropriate to content.Assessments address goals at successively higher cognitive levels.These are rarely problematic. Be sure to base assessments on learning goals, develop a rubric, use Bloom’s Taxonomy.Be sure to assess student’s abilities regarding System Thinking.Slide36
Section 4: Resources and Materials
Instructional materials contribute to the stated learning objectives.
Students will recognize the link between the learning objectives, goals and the learning materials.
Instructional materials should be sufficiently diverse and at the depth necessary for students to achieve learning objectives and goals.Materials are appropriately cited.Instructional materials are current.Instructional materials and the technology to support these materials are clearly stated.Slide37
Section 4: Resources and Materials
Instructional materials contribute to the stated learning objectives.
Students will recognize the link between the learning objectives, goals and the learning materials.
Instructional materials should be sufficiently diverse and at the depth necessary for students to achieve learning objectives and goals.Materials are appropriately cited.Instructional materials are current.Instructional materials and the technology to support these materials are clearly stated.Again, mostly straightforward. These are rarely problematic.Slide38
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Rarely an issue.Slide39
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Also, rarely an issue.Slide40
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.Slide41
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.More challenging than other criteria.“Thinking about thinking,” encourage student to reflectUse your assessment team consultant, Metacognition resourcesSlide42
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.Learning strategies and activities provide opportunities for students to practice communicating geoscience.Slide43
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.Learning strategies and activities provide opportunities for students to practice communicating geoscience.Recall ENSO jigsaw activity described previously.Consider Geoscientific habits of mind (#3 in Guiding Principles).Students should use the terms listed there.Slide44
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.Learning strategies and activities provide opportunities for students to practice communicating geoscience.Learning strategies and activities scaffold learning.Slide45
Section 5: Instructional Strategies
Learning strategies and activities support stated learning objectives and goals.
Learning strategies and activities promote student engagement with the materials.
Learning activities develop student metacognition.Learning strategies and activities provide opportunities for students to practice communicating geoscience.Learning strategies and activities scaffold learning.Start with basic knowledge, build on that, assessing students (both formative and summative), should be straightforward.Slide46
Section 6: Alignment
Teaching materials, assessments, resources and learning activities align with one another.
All aspects of the module/course are aligned.Slide47
Section 6: Alignment
Teaching materials, assessments, resources and learning activities align with one another.
All aspects of the module/course are aligned.
These rarely pose a problem during review.Slide48
Questions?