Wednesday, October 31, 2012

Classroom Learning Activity Rubric

A few of us have been hacking away at an existing rubric that attempts to capture what one should see when they walk into the classroom. Every rubric reveals a bit of our biases and I'm wondering what you would add or take-away from such a rubric like the one below. Earlier this week, it was presented to curriculum staff and affected teachers, their opinions solicited, etc.
Disclaimer 11/6/2012: Although you can see the links to an "original" version of the rubric in the paragraph below, please know that we've made some modifications. *I* do not claim sole credit for this work and at best would yield credit to those who provided the original outline. 
You can see the Classroom Learning Activity Rubric here and if it looks mysteriously like a rubric you saw somewhere, it probably has had that familiar bit stolen (thanks to Kim Cofino and team!), made to look like it wasn't stolen, then shared among thieves.
;-)

Some of the modifications I've made include jettison of the TAIL standards (not applicable in my setting), revising existing descriptors or adding the following components:
  • cooperative learning, 
  • mobile learning, 
  • differentiation
  • revising of the column header descriptors and the Use of Technology row.
  • Revision of the Active Learning to reflect "Active, Engaged Learning" with elements of Schlecty's Working on the Work embedded at the higher levels.
This rubric more closely resembles what I'm looking for when I walk into a classroom. I'm grateful to Mary Ray and Marguerite Lowak for their contributions to formatting and, more importantly, talking through specific descriptors. This is a team effort and I'm thankful that we didn't have to start from scratch!

A viewable copy is available here as a GoogleDoc. Below is the "published to the web" version that will get updated periodically.

SHARING OTHER VERSIONS
In the interests of remixing, I hope others will consider sharing their revised version of the rubric here!


Classroom Learning Activity Rubric                  Date:_________ Teacher & Campus:________________

Criteria
Redefinition
“Learning is messy.”
Ex: students collaborate with
others to solve real life, unpredictable, cross-curricular problems  that they’ve chosen by crafting a plan or joint document.
Modification
“To Know is to Know how to make.”
Ex: offer students variety of choices for product creation outlets, not just a word processed document.
Augmentation
“Let’s try that again but use technology to improve it.”
Ex: type up handwritten piece sharing your solution and spell-check it, revise electronically.
Substitution
“Let’s do the same thing over again but use technology.”
Ex: instead of handwriting, turn in teacher assignment on printed Word document.
Active, Engaged Learning
All students are authentically, and actively engaged in the learning process nearly all of the time, including the use of technology. Learning is student centered. Students are asked to make most of the decisions about a task, activity, or work that is associated with a result or outcome that has clear meaning and is of relatively immediate value to student.
All students are independently, actively engaged in the majority of the learning process, including the use of technology. Learning is student centered. Students are asked to make most decisions
All students are independently and actively engaged in the learning process  occasionally, including the use of technology. Most learning is teacher directed. Students are occasionally asked to make decisions.
All students are not independently and actively engaged in the learning process. Learning is only teacher directed. Students are not asked to make decisions.
Authentic Assessment
Assessment task is effectively matched to learning outcomes, audience has been defined and selected to match learning outcomes, and reflects real-world application of learning.
Assessment is aligned to learning outcomes, and reflects real-world application of learning.
Assessment task attempts to match learning outcomes. Audience is left to chance, rather than selected. Assessment task may reflect real-world application of learning.
Learning outcomes, audience, task are unrelated and do not reflect real-world learning applications.
Classroom Management
Teacher(s) is/are actively aware of what all students are doing, and interacting with students as they work (pushing their thinking). There are structures in place for organized and efficient use of instructional resources. Seamless use of a variety of classroom resources. Technical challenges are imperceptible
Teacher(s) is/are aware of what students are doing. There are structures in place for organized and efficient use of instructional resources. Seamless use of classroom resources. Handles technical challenges in stride.
Teacher(s) is/are unaware of what students possibly off-task) are doing. Teacher attempts to put structures in place for organized and efficient use of instructional resources. Struggles to use classroom resources and technical challenges impede learning.
Teacher(s) is/are unaware of what students are doing and they are off task. Few or no structures in place for organized and efficient use of instructional resources. Is unable to use intended classroom resources. Teacher’s visible frustration with technical challenges negatively impacts learning.
Cooperative Learning
All students work inter-dependently, clearly focused on achieving joint expectations, taking the initiative to innovate on assignment.
All students work inter-dependently, clearly focused on achieving joint expectations with occasional teacher support.
All students work independently, cognizant of the role they play but unclear of how their work impacts the whole.
All students work independently and their group work is not coordinated by anyone and expectations are unclear.
Differentiation
Differentiation takes place in the areas of content, process, and product.
Differentiation takes place in two of the three areas: content, process, and/or product.
Differentiation takes place in only one of the three areas: content, process, or product.
No differentiation.
Use of Technology
Learning activities are “remix”ed and designed in ways that would not be possible to accomplish without technology. Focus is on the creating, evaluating, and analyzing process and products.
Technology allows new product(s) to be created, as well as improves efficiency. Focus is on creating, evaluating, and analyzing products.
Technology acts as a direct tool substitute, with functional improvement.
Technology acts as a direct tool substitute, with no functional improvement.
Feedback:
Note: This rubric is shared under a Creative Commons ShareAlike-NonCommercial-Attribution license. It was adapted and modified  from the COETail’s Work at http://goo.gl/fVMiW by Miguel Guhlin (http://mguhlin.org) with valuable input from colleagues Mary Ray and Marguerite Lowak to represent a portrait of what should be seen in the classroom. Share your version of this rubric in the comments section of this blog entry at http://goo.gl/Dl5Rs









Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

1 comment:

Bob_Munson said...

Just a little adjustment to this great resource --- AIW Summary for the same task for purpose of discussion.

https://docs.google.com/document/d/1lZffjSakkltxelABMAgmtshoZwsg8VbYnQK1ebWuljs/edit?usp=sharing

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Disclaimer

Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure