Choose a Unit you have created or used Evaluate it based on Chapter 2 (must include all aspects of curriculum process p. 34 fig 3.1) Read Chapter 7 “Multidisciplinary Approaches” pp. 136 – 151 Plan Implement Reflect: Plan a 5E standards based cross curricular lesson, implement it, reflect on it in your notebook and with a teammate 4 – Warren Lasch Conservation Center 1/24/15 Week 1 10am – 2pm (4 hrs) Content Investigation- “The Hunley and Restoration of Historical Artifacts” Classroom Connection- “Probe ware Models Real Data Collection” Homework- Read Chapter 4“Teacher Directed Inquiry” (Session 4) pp. 51-81 2/2 – 2/6/15 Week 2 Virtual 2hrs Homework Read Chapter 5 “Student- Teacher Shared Inquiry” pp. 83-122 Plan Implement Reflect: Begin planning your unit, Implement a Shared Inquiry Lesson, reflect on it in your notebook and with a teammate (record your impression of the peer reflection in your notebook) 2/9 – 2/13/15 Week 3 Virtual 2hrs Plan Implement Reflect Plan a 5E lesson using one of the probes – request probes from Implement the lesson & collaborate Reflect and comment on Edmodo™ 2/16 – 2/20/15 Week 4 Virtual 2 hrs Homework – Read Chapter 6 “Student-Directed Inquiry” pp. 123 – 151 Plan Implement Reflect: Plan student-direct inquiry lesson, implement it &collaborate, reflect and comment on Edmodo™ 5 – Planning PBL 2/24/14 4-7pm (3 hrs) Classwork – Teams collaborate on their PBL Units Facilitators meet individually with participants about progress and reflections 2/24 – 3/20/15 @ least 1.5hr / week for 4 weeks (6hrs) Virtual– collaborative planning via Edmodo individual and team participation monitored by instructor support provided as needed 6 - Dill Sanctuary 3/21/14 10am – 2pm (4hrs) Content Investigation- “Invasive species, habitats & civil war”
Classroom Connection- “Charleston Museum and PBL” Homework- Read Chapter 8 “Assessments Application and Reflection” pp. 152 -168 Assignments – Unit drafts due on Edmodo™ by March 31 Finals due on Edmodo™ by April 24 @least 2 hr/ week for 2 weeks (4 hrs) Participation – Virtual collaborative planning via Edmodo individual and team participation monitored by instructor with support provided as needed 7 – Unit Presentations 4/6/14 4-7pm (3 hrs) Teams present their units& submit notebooks TOTAL HOURS 45hrs INTEGRATING PBL Learning Notebook and Edmodo Entries Assessment Rubric *Remember to apply notebook entries to your life experiences and/or plans for the future. 9 Required (One per class) (270 points possible) 10 Points 5 Points 3 Points 0 Points Brief description of important information – Based on class experiences and text readings The entry includes specific information about activities and readings and includes more than 1 personal reaction to the learning process. The entry includes information about activities and readings and a personal reaction to the learning process. The entry includes only information about activities and readings. The entry does not include specific information about activities and readings or thoughts about the learning process. Classroom Applications The entry includes at least 3 applications to take back to the classroom. The entry includes at least 2 applications to take back to the classroom. The entry includes at least 1 application to take back to the classroom. The entry includes no classroom applications. Interdisciplinary Connections All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. At one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. Evidence and examples are NOT relevant AND/OR are not explained.
Ongoing Application Knowledge Assessment Rubric (75 points possible) 15 Points 7 Points 4 Points 1 Point Activities Activities clearly relate to standards taught. Integration of curriculum and attention to learning styles is evident. Activities reflect some connections to standards, but no integration of curriculum or attention to learning styles is evident. No connection to standards can be found and no integration of curriculum or attention to learning styles is evident. No attempt is made to connect assignment to evaluation criteria. Assessment / Rubrics The assessment is designed to accurately measure student understanding of the concept or skill taught, takes learning styles into account, and is developmentally appropriate. The rubric closely correlates to the assessment. Assessment is designed to accurately measure student understanding of the concept or skill taught, but attention to learning styles is weak or it is not developmentally appropriate. Rubric closely correlates to assessment. Assessment matches what was taught, but attention to learning styles and appropriateness for students is questionable. Rubric design does not correlate with assessment. Assessment is designed but connection to instruction is not obvious. Rubric is not provided. Teacher Reflection of Teaching/Learning Sequence Teacher is using information gained from activities to drive future instruction. A description of what worked, what didn’t work and why it is included to support planned future instruction. Teacher growth can be found and instruction is driven through activities, but no description or support is given for this planned instruction. The teacher is able to gain information through observations but not analyze teaching/learning sequence. Teacher is documenting the teaching/learning sequence but does not make accurate observations. Conventions The document professional with attention to detail, grammar and spelling. Some errors in grammar and spelling are evident, but the document professional. There are many errors in grammar and spelling. The document does not look professional. The document cannot be understood and does not look professional. Presentation Careful preparation is made for an interactive presentation and the audience understands it. The audience understands the presentation, but opportunities for interaction are lacking. The audience understands the presentation, but there are no opportunities for interaction The audience does not understand the presentation and are no opportunities for interaction. Attendance and Participation Assessment Rubric
(20 points possible) 5 Points 3 Points 2 Points Taking Responsibility for One’s Own Learning and Performance (Self-directedness) Student takes responsibility for and completes tasks within the group. Student is on-task and engaged in whatever the group is doing/discussing. Student uses feedback in a constructive way. Student does not take responsibility for or does not complete tasks within the group. Student is often off-task or disengaged. Student does not use feedback in a constructive way. Student is not responsible at all for their own learning and performance Maximizing Group Task Performance Student pays attention to the quality of the work and understanding of other members and of the group as a whole, taking action to improve it when appropriate. Student uses discussion facilitation strategies for improving the effectiveness of the groups’ task-related conversations. Student uses project management strategies when applicable for improving the effectiveness work on the task. Student does not pay attention to the quality of the work and understanding of other members and of the group as a whole. Student does not use discussion facilitation strategies for improving the effectiveness of the groups’ conversations. Student does not use project management strategies when applicable for improving the effectiveness of the groups’ work on the task. There are no group task performances present Managing Social Relations Student consistently shows respect for the ideas, opinions, values, and feelings of other members. Student works well with diverse group members; cooperates and does not cause conflict. Student actively Student generally does not show respect for the ideas, opinions, values and feelings of other group members. Student is generally not able to work well with diverse group There are no social relations present at all.
encourages group cohesion. members. Student does not encourage group cohesion. Attendance Student is present at all class meeting and is not late or does not leave early. Student misses less than 15% of class time. Student misses more than 15% of class time. ***Beginning Nov. 1, 2013, all Transcript Requests received in the mail will be returned. Detailed instructions and information regarding Transcripts are available in the Transcripts section of the Registrar’s website at: Registrar.cofc.edu/transcripts/ The two options for requesting an Official Transcript are: ONLINE through Banner Self Service in MyCharleston with a non-Visa credit card or eCheck (NEW) OR IN PERSON to pay at the Treasurer’s Office and submit the receipt and request at the Registrar’s Office. (Payment must be provided at the time of request. We do not accept requests or payment by fax, email, or telephone.) Please see instructions for accessing MyCharleston, including: Requesting Official Transcripts, Viewing Unofficial Transcripts, and Checking the Status of Submitted Requests. (For MyCharleston assistance call the Helpdesk at (843-953-3375) to access My Charleston.)