PBL Individual Design Rubric (Cycle C)
| 4 | 3 | 2 | 1 |
|---|---|---|---|
| Goal Focus: Setting expectations | |||
| Goals are clear and understandable and focused on a few pivotal concepts. | Goals are clear and understandable to your students. | Goals are understandable to your students. | Goals are clearly stated. |
| Rethinking: Scenario and instructional plan | |||
| The scenario and activities are powerful in drawing out students personal understandings about Earth Systems Science, causing them to rethink their ideas and to work together to build strong arguments for what they think they understand. | The scenario and activities are designed to draw out students' personal understandings about Earth Systems Science, cause them to rethink those ideas and to think out loud together. |
The scenario and activities are designed to cause students to rethink what they think they know and ask questions about what they don't know about Earth Systems Science. |
The scenario and activities are designed to make Earth System Science intriguing to students so they want to learn more. |
| Resources: For student use | |||
| List of a variety of multiple resources (Books, Journals, CD ROMS, Internet, etc.) with interesting annotations. | List of multiple resources for student use from more than one source with a reason to use each. | List of resources for student use from one source (e.g. Internet URLs). | List of 3-4 resources for student use. |
| Assessment: Criteria and indicators of success (for example, a rubric | |||
| Assessment is ongoing and standards-based involving students in seeing their own growth against clear criteria and indicators along a continuum of progress (Rubric). | Assessment is ongoing, authentic and standards-based. | Assessment is ongoing and standards-based. | Assessment is a test and an evaluation of the final presentation. |
| Personal Reflection: What you have learned | |||
| A detailed comparison of your initial understanding with your current understanding and an explanation of how your thinking changed through the PBL process. | An explanation of why you think your current understanding is more supportable than your original understanding based on your problem solving. | A comparison of your initial understanding (from Cycle A) with your current understanding. | A description of how you developed your current understanding. |
Goal:
Individually design a PBL lesson for your students and post it for feedback from your teammates who will act as "critical friends". Then, be a good critical friend by providing feedback on two teammates' PBL lessons.
Background:
You have seen the value of examining your own understanding up front and then working between reflection and discussion to refine it. You have used rubrics to look objectively at how you are progressing.
This cycle you created a PBL lesson for your students. Rate how the scenario engages students and how the lesson is restructured for reflection and rethinking by students, the quality of the resources, and the assessment criteria. Then reflect on your experience in using PBL and how that helped you refine your personal understanding.