Assignment/Instructions: Tasks Focus on the Verbs in the Assignment, each represents a task. Nouns represent products/genres: Lab report, Persuasive Essay… They have Primary Traits that determine what must be included Skills Needed Help Available: Teacher Tutor TA Peer Advisor Counselor Resources Available: Mini Lecture Exercise Handout Web Resources DLA 1. 2. 3. 4. 5. 6. 7.
Category Criteria Student Faculty Score Faculty Comment Recommendations and Resources Thesis preparation and Statement □ The writer’s awareness of audience and purpose is evident and appropriate. □ Important sides of the topic are researched. □ The topic is approached fairly and without bias □ The thesis statement is limited to one main idea that articulates what the writer wants her/his readers to know, believe, understand. □ The thesis statement previews your supporting points. □ The paper has strong thesis statement summarizing what the paper is about, offering a clear point of view and providing evidence supporting the writer’s opinion. For more on developing a strong thesis and support see: Go to the Writing Center to complete the Research Paper DLA () Support □ The writer’s position on the topic has been clearly defended. □ The essay supports the thesis specifically □ The thesis is supported with detail or evidence– facts, statistics, expert testimony, specific example– appropriate to the writer’s purpose and audience. □ Every supporting paragraph clearly ties back to the thesis. See:
Category Criteria Student Faculty Score Faculty Comment Recommendations and Resources Credibility, Accuracy, and Support of Internet and other Sources (CARS) Credibility ❏ Each source is credible ❏ Each is trustworthy ❏ The author's credentials are reliable and apt ❏ There is sufficient evidence presented to make the argument persuasive. Accuracy ❏ Each source is accurate, comprehensive, up-to-date Reasonableness ❏ Each source is fair, balanced, objective, and reasoned Support ❏ Each source is valid, its claims documented For more information about CARS see: Introduction ❏ States the thesis and previews the content and structure of the paper. See: Development and proof of argument ❏ Facts and details support the thesis in an orderly manner such that the reader can readily follow the line of reasoning. See: Conclusion/ Findings ❏ The conclusion’s connections to the research and thesis are clear and relevant. See: Mechanics and Usage ❏ The work has no to very few mechanical or usage errors See: Citation and Bibliography ❏ Conforms to MLA or APA rules for formatting and citation See:
Thinking: Critical, creative & practical thinking Managing projects Foundational Knowledge Understanding and remembering: Information Ideas Integration Connecting: • Ideas • People • Realms of life Human Dimension Learning about: Oneself Others Learning How to Learn Becoming a better student Inquiring about a subject Self-directing learners Caring Developing new... Feelings Interests (Taxonomy of Significant Learning from WHAT IS “SIGNIFICANT LEARNING”? By Dr. L. Dee Fink; Jossey-Bass, 2003) Questions for Reflection: What types of learning do your students engage in related to the topic/skill/activity you have chosen for a DLA? What type(s) of learning do your students need to engage in outside of class in this area? How can you design your directed learning activity to address these types of learning? What are some of the best practices you use in teaching? What creative activities do you use that engage students in the learning process? How might you be able to transfer these creative practices to the design of the DLA? Step 3: Design an activity that meets the criteria of a directed learning activity. Use the checklist to help you think through the possibilities. Review your activity by evaluating it according to the criteria listed below. As a result of completing this activity, students will... Engage in deep learning (see appendix on deep learning) and/or a process of learning, not just a product.