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Week C: Teacher As Designer—TEAM
Feedback Goal & Rubric (Weeks
6, 9,12,15)
Goals: To provide feedback to your teammates' sphere lessons and
to use their feedback to revise your sphere lesson.
Assignment: When
you design your sphere lessons, you know what you are trying to convey.
The best way to ensure that your sphere lessons are easy to follow and
understand is to have your teammates read them and offer you feedback.
Because your teammates may be less clear about your intentions from what
you wrote in the design, they can offer you feedback that will help you
to get around your blind spots. Therefore, you and your teammates will
serve as "critical friends" to one another. Critical friends:
- listen carefully
- help others reach their goals
- offer clear and direct feedback, no matter how far off the mark a
sphere lesson is
- show complete confidence in the teammate's ability to improve the
lesson
- act as a coach, mentor, collaborator, or critic
- act as a thoughtful audience
When acting as a critical friend, use the rubric below and the criteria
for effective concept-building activities you and your teammates developed
in Week A: Teacher As Researcher to provide feedback to your teammates
on their sphere lessons.
Remember to contribute to the Teacher
as Designer Discussion.
Submit your peer review (rate)
of each other’s classroom applications in the Portfolio based
on the Rubric below.
Rubric
You and your facilitator will use the rubric below to gauge your success
in giving your teammates feedback on their sphere lessons.
| Analysis:
Feedback is based on the criteria for effective concept-building
activities developed during Week A: Teacher As Researcher and the
Lesson Design Rubric. |
4 Rating:
Feedback rigorously uses all the criteria from Week
A to provide insight into the effectiveness of the lesson. |
3 Rating:
Feedback is based on the criteria from Week A and
points out problems or inconsistencies in the lesson. |
2 Rating:
Feedback is useful and thoughtful. |
1 Rating:
Feedback is clear. |
| Student
Needs: Feedback takes into account the students for whom the lesson
is designed. |
4 Rating:
Feedback is based on a strong knowledge of the students
for whom the lesson is designed. |
3 Rating:
Feedback is based on a knowledge of the students for
whom the lesson is designed. |
2 Rating:
Feedback is consistent with the needs of the students
for whom the lesson is designed. |
1 Rating:
Feedback may be adapted to meet student needs.
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| Suggestions:
Suggestions to make the lesson design more effective are thorough,
constructive, and supportive. |
4 Rating:
Suggestions to make the lesson design more effective
are thorough, constructive, and supportive in tone and spirit. |
3 Rating:
Suggestions to make the lesson design more effective
are constructive and supportive. |
2 Rating:
Suggestions to make the lesson design more effective
are supportive. |
1 Rating:
Suggestions are clearly stated. |
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