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Week C: Teacher As Designer—INDIVIDUAL
Lesson Design Goal &
Rubric (Weeks 6, 9,12,15)
Goals: To individually
design a lesson for your students about this cycle’s sphere, then
post it for feedback from your teammates.
Assignment: As an instructional
designer, you create a plan and then refine your ideas, often by working
with your colleagues. Begin Week C of each cycle by reviewing the questions,
activities, and content you have collected in Weeks A and B. Think about:
What prior knowledge and
experience do my students have that may give rise to their misconceptions
which need to be confronted before their knowledge can grow?
Designing an effective sphere
lesson can be a real challenge, especially when there are so many possible
ways that you can design such a lesson. You can design or find and adapt
a sphere lesson that meets your team’s criteria for effective concept-building
activities and the rubric located at the bottom of this page.
Remember that the sphere lessons you create may be used in the Final
Project you complete in Week 16. You may want to identify a central idea
for your Final Project before you create your sphere lessons. To review
the expectations for the Final Project, read Week
16 of the Course Outline. As a designer, consider:
- What is it about these ESS ideas that my
students will find intriguing, puzzling, interesting, or applicable to
their lives?
- What local resources can be used?
- What prior experiences and knowledge can
students build upon?
- How do you assess what students understand?
- How will your students come to understand that the spheres are interconnected?
Remember to contribute
to the Teacher as Designer Discussion
Submit
your individual classroom application with goals, activities and assessment
and a rationale using the criteria for a grade.
Rubric
You and your facilitator will use the rubric below to gauge your success
in designing a sphere lesson. You may have additional criteria from your
Week A team assignment to add to the criteria below:
| Goals:
Focused by clear goals (in developmentally appropriate student language)
in the form of essential questions, a problem, or goal statements.
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4 Rating:
Clearly stated, understandable and engaging to your
students. |
3 Rating:
Clearly stated and understandable to your students. |
2 Rating:
Understandable to your students. |
1 Rating:
Goals are stated. |
| Activities:
Built around activities that draw out what students know, cause them
to rethink misconceptions, and make their thinking visible.
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4 Rating:
Activities are powerful in drawing out what students
know, in causing them to identify and rethink misconceptions, and
in making their thinking visible. |
3 Rating:
Activities are designed to draw out what students
know, cause them to rethink misconceptions, and to think out loud. |
2 Rating:
Activities are designed to cause students to rethink
misconceptions. |
1 Rating:
Activities are designed to engage students in thinking.
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| Assessment:
Will result in measurable changes in student concept development in
Earth system science. |
4 Rating:
Assessment is ongoing and standards-based, involving
students in seeing their own growth. |
3 Rating:
Assessment is ongoing and standards-based. |
2 Rating:
Assessment is ongoing. |
1 Rating:
Assessment is standards-based. |
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[ Welcome ] [Earth's
Spheres ] [ Earth System Science ] [ Participation
]
[ Assessment Overview ] [ Course
Sections ]
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Guide ] [ Outline ] [
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