TEACHERS’ PAGE
Cited
Source retrieved June 28th, 2008 Hand with Flowers
TEACHERS’
RUBRIC
The issue of creating a
climate of understanding within the classroom is a prime goal of this
enrichment activity. The Teacher’s vehicle for assessment of the elements of
handiness, dexterity and cleverness is guided by a
heuristically drawn rubric. Judging the ability of the website to sway a
Teacher’s decision to include a website in her/his daily lesson plan is in the
hands of the teacher .The students have the potential to have their scores
listed and the issue of standardized testing becomes less complicated and more
simplified.
.
HANDINESS
DEXTERITY CLEVERNESS
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Level
Meaning Commentary
TOPIC RELATED CURRICULUMS
Ethics
(A) Learning
how educational technology web tools offer choice and responsibility on the
Internet and in the Classroom.
U.S. History and
Social Studies
(A) Learning how human universals are defined as those features of :
Culture (myths, legends, daily routines, notions of property, rules, concepts of luck, body adornment).
Society (family, social groups, kinship groups, notions of property, division of labor, ethno-centricism, exchange , cooperation, reciprocity) .
Language (phonetic expression, phonemic awareness, prosody, phonology) .
Behavior (gossip, gestures, facial expressions, aggression).
Mind (dichotomous thinking, fear of snakes,
empathy, psychological defense mechanisms) have helped to determine how human
universals cross over from conventional realms and serve as one of the prime causations
for lying, revenge , hostility and
conflict, (Brown, D.2004).
(B)
Learning how individual and group norms, customs, habits, values and strive for competition
for natural resources all interact to influence how individuals, groups and
nations accept or reject each other.
English Language Arts
/Themes
(A) Learning
if educational technology web tools enhance lesson plannning in Language Arts
Technology Arts
(A) Evaluating the degree of interactivity for a
Web site.
(B) Evaluating the ability of a Web site to promote
interactivity.
(C) Learning if educational technology web tools are
acceptable to a Teacher’s epistemic and pedagogical beliefs.
Science and Research
Thinking
(A) Learning if web quiz activities in science, mathematics, language arts , history and social studies or technology strengthen subject knowledge, e.g., the science
of rocks and cave paintings within an eco-system quiz or the types of shapes in a mathematics quiz or the kinds of clouds in a science quiz augment student learning
and optimize performance on stadardized tests.
STANDARDIZED TEST
ASSESSMENT REFERENCE
The Massachusetts Curriculum Assessment MCAS and Alternative MCAS Web site are presented as a reference to the Curriculum Frameworks and Benchmarks
intended for this Web-site,
Integrated Learning Scenario Grade 5 Alignment to Instructional
Technology Learning
Alignment to Grade levels 5-8: National
Educational Technology Standards1,2,3, for students, teachers and administartors (NETS) and Massachusetts Instructional
Technology Standards.
(A)
Students can use the scroll browser and go back and forth and forward in basic
operations and concepts.
(B)
Students will analyze an interactive web activity to strengthen subject
knowledge and view illustrations and images related to the topic.
Integrated Learning
Scenario Grade 5 Alignment to English Language Arts (ELA)
Massachusetts
Curriculum Assessments Standards: 11
Theme:
Alignment for the ELA Theme of Mutual Respect, Friendship and Peace.
(A)Students will be able to apply subject knowledge
related to the concept of mutual respect, friendship and peace.
(B)Students will be
able to include the main idea and the meaning a folk tale selection
(implied or stated).
Integrated
Learning Scenario Grade 5 Alignment to United States
History /Social Science
History and Social Studies:
(A) Students
will recognize the main characters, the plot, the setting and the elements of a
Folk Tale.
Massachusetts Curriculum
Assessments Standards: 5.6, 5.7, 5.8, 5.9, 5.10
(B) Students will recognize a connection to an
underlying theme within the folk tale.
Massachusetts Curriculum Assessments
Standards: 5.13,
5.15, 5.16, 5.17
4 Excellent The
student meets the standard of excellence for the grade, demonstrates exemplary
performance or understanding, shows creativity.
3 Proficient The student meets the acceptable standard for the grade by demonstrating solid performance or understanding.
2 Adequate The student just meets the acceptable standard for the grade. Performance and understanding are emerging or developing, some errors are
being made, grasp is not
This is a “Yes, but…”
1 Limited* The student is not yet meeting the
acceptable standard for the grade and has serious errors, omissions or
misconceptions.
This is a “No, but there
is some basis for making improvement.”
The teacher needs to make
decisions about appropriate interventions to help the student improve.
Insufficient/Blank*No score is awarded because there is insufficient evidence of student performance based on the requirements of the task .
.
This is a “No judgment can
be made.”
The teacher must decide:
.If the student should redo the task,
.If more time should be provided to complete the task,
· If a different task at the student’s ability level
should be assigned ·
. If further instruction leading to reassessment should be
provided,
· If the task is inappropriate for the
student and should be scrapped,* When work is judged limited or
insufficient, teachers need to make decisions about appropriate
AUTHOR’S NOTES and CITATIONS
1. Brown, D. (2004) Human universals, human
nature & human culture, MIT Press Journal.
2. http://www.peachpit.com/guides/content.aspx?g=flash&seqNum=354
citation retrieved online July 8th, 2008.
.