/
InTeGrate InTeGrate

InTeGrate - PowerPoint Presentation

olivia-moreira
olivia-moreira . @olivia-moreira
Follow
385 views
Uploaded On 2017-04-27

InTeGrate - PPT Presentation

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

goals learning module objectives learning goals objectives module materials section geoscience strategies activities students criteria student requires guiding principles

Share:

Link:

Embed:

Download Presentation from below link

Download Presentation The PPT/PDF document "InTeGrate" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.


Presentation Transcript

Slide1

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?