Hang On PBL

Project Title: Hang On

Project Idea: The idea for this project came from my classes that I teach.  I see so many middle-school students struggling with all kinds of adversity, not only at school, but at home and with society.  Many of these students just give up and become nonproductive citizens, instead of making the best of the situation and striving to become productive and successful.The students will research adversity and how it affects lives; and will present a multi-media project, such as a news cast or a skit, demonstrating the effects of adversity and how to overcome it by becoming successful and resourceful citizens. Entry Event: The teacher will launch the entry event by having the students watch a video or video clip, such as “Remembering Marshall”, that includes adversity.  (As an alternative, show scenes from a news report or have a special visitor, who has overcome adversity, to visit the school or classroom to discuss his/her situation allowing for a student question and answer session.)  Afterwards, as a whole class, students identify the event causing the adversity, background information, the setting, sequence, everyone involved, and the significance of this event then and now, to complete an Autobiographical Event Map with the results presented on a “smart board” or other means as completed.  To further hook the attention of students and to make certain they can identify adversity in different forms, consider having a classmate with a disability, who has consented beforehand, to talk to the class about him/her overcoming adversity.Next, read Helen Keller in class and have the students to identify the information, as stated above, to complete an Autobiographical Event Map on Helen Keller.  Have a class discussion afterwards of the results. Tell students that as concerned citizens, they will do research to recognize and relate to the effects of adversity on a person’s life while creating a culminating project of their choice to analyze how overcoming adversity can result in successful and productive citizens.

WV CCRS:

Standards Directly Taught or Learned Through Inquiry/Discovery

Evidence of Student Mastery of Content

ELA.7.6 analyze the interactions between individuals, events, and ideas in an informational text (e.g. how ideas influence individuals or events or how individuals influence ideas or events.)

Completion of an Autobiographical Event Map, found at http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html, after reading Helen Keller.

Completion of an Autobiographical Event Map, found at http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html, after doing research.

ELA.7.26 gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while

Successful completion of a Research Log in which they will record research notes and bibliographic citations correctly.

Posting research findings from Research Log on the Classroom Blog (http://www.classchatter.com/) to

avoiding plagiarism and following a standard format for citation.

share and discuss with teacher and peers.

ELA.7.30 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, issues, building on others’ ideas and expressing their own clearly.

Correspondence through and completion of a Learning Log to post results to the Classroom Blog (http://www.classchatter.com/).

The results of a Group Discussion Log and an individual Discussion Checklist with the teacher and classmates about adversity.

Successful completion and presentation of a media product according to a Presentation Rubric.

Successfully working together to the criteria of a Group Contract and a Collaboration Rubric.

Completion of a Peer Evaluation Rubric and a Self-Assessment.

ELA.7.33 present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume and clear pronunciation.

Successful completion and presentation of a media product according to a Presentation Rubric.

ELA.7.34 include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Successful completion and presentation of a media product according to a Presentation Rubric.

Performance Objectives: Know:Know Adversity definitionKnow definition of a productive, resourceful, and successful citizenHow to discuss and participate in small groups and whole class discussionsHow to collaborate with peersHow to respond to a blogHow to plan, create, organize, and present a group presentationHow to participate in group discussions

DoComplete an electronic autobiographical event mapResearch articles on adversity through a variety of meansCite sources of information on research logCorrespond through a blog with teacher and peersReflect on learning experiences through classroom blogPlan, create, and present a group final presentation on adversity

Evaluate self and peers on presentation and collaboration.

Driving Question: How and why is it important to overcome adversity to become productive, resourceful and successful citizens?

Assessment Plan:

Major Group ProductsCollaborative Group Multi-media Presentation assessed by the Presentation Rubric

Major Individual ProjectsClassroom Blog, found at: http://www.classchatter.com/Learning LogIndividual Research Log  Autobiographical Event Map, found at: http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

CollaborationCollaboration Rubric

X Written CommunicationModified West Virginia Writing Rubric Grade 7

X

Critical Thinking & Problem SolvingTeacher Observation RubricGroup Observation Checklist

X Content KnowledgePresentation Rubric

X

Oral Communication OtherOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluationSelf-Assessment

X NotesResearch Log

X

Peer evaluationPeer Evaluation Rubric

X Checklists/observationsGroup Observation Checklist

X

Online tests and exams Concept mapsEvent Map

X

Reflections: (Check all that apply)

Survey Focus GroupDiscussionDiscussion Checklist

X Task Management Chart X

Journal Writing/ Learning LogClassroom Blog

X Other

Map the Project:

Product:

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. Knowledge of a successful, resourceful, X

productive citizen and Adversity definition

2. Skills to use electronic graphic organizer to create an autobiographical Event Map

X

3. Skills to research and gather information X4. Skills to cite research findings. X5. Skills to collaborate with others X6. Knowledge of Microsoft or other desktop

publisherX

7. Skills to respond to a blog X8. Knowledge of various age-appropriate

media productsX

9. Skills to plan, create, and present a multi-media presentation

X

Resources: School-based Individuals: Reading TeacherEnglish TeacherTechnology Integration SpecialistGuidance CounselorSchool Resource OfficerOther Faculty and Staff Technology: Computer labs and/or classroom equipped with internet connections and a projector.Word processing softwarePublishing softwarewww.classchatter.com – Create interactive class Classroom Blog (http://www.classchatter.com/)Creative Commons Search (http://search.creativecommons.org/)   – Provides access to licensed content through different search engines for the web, video, images, and the media – Safe for students to download with permissionhttp://www.teachervision.fen.com/tv/printables/EventMap.pdf or another event graphic organizer

Community: Parents and/or family members familiar with adversityCommunity membersResource Officer 

Materials: Print and non-print informational resourcesWriting and Presenting MaterialsFolders with necessary handouts and rubrics:Group ContractTask Management Chart 

Collaboration Rubric Modified WV Writing Rubric – Grade 7 Presentation Rubric Group Discussion Log Discussion Checklist  Research Log Learning Log Teacher Observation Rubric Peer Evaluation Rubric Self-Assessment Group Observation Checklist Event Map (http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html )

Websites:www.classchatter.com – Create interactive classrooms: Classroom BlogCreative Commons Search http://search.creativecommons.org/  – Provides access to licensed content through different search engines for the web, video, images, and the media – Safe for students to download with permissionhttp://www.teachervision.fen.com/tv/printables/EventMap.pdf  - Event Map 

Manage the Process: Previously students should have some practice with different forms of presentations, and cooperative learning groups.  Before launching the PBL, the teacher will assemble a student team folder for materials needed to complete their project and will discuss each item beforehand.  Also, have available in the classroom a variety of sources, such as newspapers, magazines, or student computers to research adversity.  Computers should have all necessary software installed and running.  If it seems necessary, you may prepare a list of trustworthy websites for the students to do research.  

If you are having a community member into the classroom to talk about adversity, then call and schedule their visit.  Discuss the definition of a successful and productive citizen, and adversity.  As I have done with the school resource officer, there is a community member scheduled to talk school-wide about adversity and how she has overcome it by becoming a productive and successful citizen.  Have a video or video clip available showing adversity.  

Prepare the class blog with logins and passwords for all of your students and classes. Beforehand, let the students practice blogging to the teacher and peers.  Place your students into groups of four or five. The teacher should assign students to groups before the project begins, taking into consideration student readiness, interests, learning profile, and willingness to work collaboratively.  Careful thought should be given to grouping.  Letting students choose their own groups can create problems.  It is better to have them thoughtfully selected beforehand.   This project will take approximately four weeks to complete. 

Differentiated instruction will be based upon students’ IEPs; which usually consists of extended time, teacher assistance, using multiple graphic organizers, and peer pairing.  The teacher will scaffold instruction to meet individual students’ needs through mini lessons as needed for individuals, small groups, and whole group. The students will choose which resources to use and who they will research about diversity.  Mixed-skilled groups, whereas everyone is good at some aspect of the project, works best.  The teacher will allow students to choose the type of presentations that they will create. The teacher constantly monitors student and group progress toward the goals to make sure students are on task and are acquiring and applying the intended learning outcomes; and to answer any questions that students may have. Step One           Teacher launches the entry event and the driving question.

Students identify the problem causing adversity, background information, the setting, sequence, everyone involved, and the significance of this event then and now.Teacher applies and projects the results on an electronic Event Map to demonstrate its usage.Teacher and students have a class discussion on this adversity.

 Step Two

Teacher presents the Discussion Checklist.Students complete their Discussion Checklist.Students login to the Classroom Blog and place their reactions and reflections from the Discussion Checklist on the Classroom Blog.

 Step Three

Teacher reads a shortened version of Helen Keller.  Students use a hard copy of the Autobiographical Event Map to apply the information acquired.Teacher projects students’ information on an electronic Event Map as students discuss the results.Students complete the Discussion Checklist.Students post their reflections on the Classroom Blog.Teacher checks blogs and make comments to individual students.

           Step Four          

Teacher distributes and discusses the other handouts and rubrics that will be used during this project.Teacher assigns groups.Students create and sign a Group Contract.Groups determine a group name and assign roles such as Leader, Reporter, Recorder, and Gofer.Groups review and discuss the Collaboration Rubric and the Task Management Chart.Students post on the Classroom Blog all group names and roles.           

Step Five

Students use different search engines through the http://search.creativecommons.org site to research people that have overcome adversity and have become productive, resourceful, successful citizens.Students take notes and write findings on the Research Log.Students reflect upon their individual research with the Learning Log.Students post results and comments daily on the Classroom Blog. 

Step SixGroup members report their research findings and write important ideas on a Group Discussion Log.Students reflect on a Learning Log.Teacher completes the Group Observation Checklist for each group.Teacher observes individual students using the Teacher Observation Rubric.Students post Group Discussion Log and Learning Log reflections and questions on the Classroom BlogTeacher makes comments on the classroom blog. 

Step SevenTeacher discusses the Presentation Rubric.Groups assign individual roles for the presentations on the Task Management Chart.Students work individually while consulting with group members on group projects.Groups enter presentation ideas on the Group Observation Checklist.Students create group presentations.Students reflect upon a Learning Log daily while working on presentations.Teacher will monitor and assist individual students as they work.Teacher will evaluate group on the Group Observation Checklist.Students post their plans and presentation ideas on the Classroom Blog daily.Teacher observes and posts comments on blogs.

 Step Eight

Students post a rough draft of their presentation on the Classroom BlogTeacher evaluates presentation according to the Modified WV Writing Rubric and the Presentation Rubric.Students revise group presentations, if needed.Students practice their group presentations.

           Step Nine

Students present group presentations for an authentic audience.Students answer questions in a “question and answer” session.Teacher, classmates, and other audience members evaluate the projects using the Presentation Rubric.

 Step Ten

Students complete a Self-Assessment.

Students complete a Peer Evaluation.Teacher and students reflect upon the group presentations on the Classroom BlogStudents answer questions on the Classroom Blog evaluating this PBL.

Project Evaluation: Students will reflect throughout the project and with their final presentations using the Classroom Blog, a Discussion Checklist, and a Self-Assessment.  Then using a Presentation Rubric, students will be evaluated on their final performance.  Students will assess their own work on the project using the Self-Assessment.  As a whole group, the class will have class discussions on adversity and their performances.  Questions that the teacher should place at the end of the blog include:

What were the tasks that needed to be completed for this project?What part did you participate in during the presentation?What were your strengths and weaknesses during this presentation?What did you learn during this project about the content, about doing research, about presenting to an audience, about working in a group, and about the classroom blog?What did you like the most about this project?What did you like the least about this project?What caused the most challenges to create this presentation?What should be changed to make this project better for the next group?

You may have to adjust the activities according to your classroom needs and abilities.  Maybe give five to ten minutes at the end of each session for students to reflect or to complete any of the tasks.  Teachers will reflect throughout the project as a result of their observations, personal communications, and blogging results.  Use the results of these reflections to refine the project for future use.

Key Words: adversity, Helen Keller, blogging, research, collaboration, multimedia

Group Name: ______________________________Date:______________Period:____

Group Contract

Group Members:________________________________________________________________________________________________________________________________________

We, ____________________________(group name), agree to work on this project for the entire duration of this project. To meet this goal, we have agreed to the following terms:

A) If a group member is unable to come to class, _____________________________________________________________________________________________________________________________________________________________________________________________________________________.

B) If a group member is sick on the day that the project or presentation is due, then _____________________________________________________________________________________________________________________________________________________________________________________________________________________.

C) If a group member does not fulfill their roles and responsibilities, then the group may _____________________________________________________________________________________________________________________________________________________________________________________________________________________.

D) If a group member does not understand their responsibilities or information, then they are to contact _____________________________________________________________________________________________________________________________________________________________________________________________________________________.

E) I will notify my group members of any problem by contacting them immediately.Fill in contact information here.

Group Member Telephone Cell phone Email

F) I certify that I have thoroughly read this group created contract and I will follow the rules written above.

Group Members’ Name (Print) Group Members ‘Signatures Date

Comments or additions:

Task Management Chart

Task Person Responsible Date Due

Created by Amber Osborne

CollaborationRubric Below Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to do

by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule. Student understands and articulates goals of class/group. Student accepts responsibilities for his or her actions and

the actions of the group.

In addition to meeting the criteria for At Standard, the: Student thoughtfully organizes and divides the work between group

members. Student monitors progress toward group goal. Student adapts easily to changes in the task or group.

0 1 2

Cooperation

Student does not willingly follow directions. Student vocalizes intense opposition to group or

classroom goals. Student does not comply with group, classroom and

community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the: Student encourages cooperation through words and actions. Student creates or initiates procedures (or activities) that encourage

cooperation. Student willingly switches roles in group or classroom as required by

the situation.

0 1 2

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback. Student does not dress, act or respond appropriately

to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults Student dresses, acts and responds appropriately to the task at

hand.

In addition to meeting the criteria for At Standard, the: Student models appropriate speech, behavior, clothing,, etc. even at

the risk of breaking peer norms. Student goes out of their way to encourage positive behavior and

attitude.0 1 2

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or encourage facilitation or

mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other. Student never attempts to cause conflict by false reporting. Student only engages in private side conversations when

attempting to reduce discord. Student is willing to accept facilitation or mediation in the

event they are involved in a conflict.

In addition to meeting the criteria for At Standard, the: Student serves as facilitator or mediator between groups or

individuals. Student volunteers to find resources or schedule meetings between

individuals or groups in conflict. Student, alone or in concert with other students or adults, initiates

activities that further harmony between individuals or groups.

0 1 2

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the: Student engages in action that makes the emotional comfort of others

a primary concern. Student attempts to broaden group activities to be more inclusive.

0 1 2

ORGANIZATION DEVELOPMENT SENTENCE STRUCTURE WORD CHOICE/GRAMMAR USAGE MECHANICS

Score of 6

Exemplary Organization Clear and logical progression of

ideas Strong introductory paragraph,

supporting paragraphs and concluding paragraph

Sophisticated transition conveys relationships among ideas and paragraphs

19 20

Exemplary Development Clear focus maintained for intended

audience Strong development of the topic for

narrative and descriptive writing Strong thesis statement for development

of informative and persuasive writing Strong use of examples, evidence or

relevant details Strong use of analogies, illustrations or

anecdotes 19 20

Exemplary Sentence Structure Sophisticated sentence

structure; complete and correct sentences

Sentence variation Simple Compound Complex

19 20

Exemplary Word Choice/Grammar Usage

Vivid, specific, economical, connotative Consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

19 20

Exemplary Mechanics May have minor errors

Punctuation Capitalization Spelling

Needs little or no editing

19 20

Score of 5

Effective Organization Logical progression of ideas Introductory paragraph,

supporting paragraphs and concluding paragraph

Purposeful transition conveys relationships among ideas and paragraphs

17 18

Effective Development Effective focus maintained for intended

audience Appropriate development of the topic for

narrative and descriptive writing Appropriate thesis statement for

development of informative and persuasive writing

Clear use of examples, evidence or relevant details

Use of analogies, illustrations or anecdotes

17 18

Effective Sentence Structure Complete and correct

sentences Sentence variation

Simple Compound Complex

17 18

Effective Word Choice/Grammar Usage

Economical, specific Clear meaning, connotative Mostly consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

17 18

Effective Mechanics Few errors

Punctuation Capitalization Spelling

Needs some editing

17 18

Score of 4

Adequate Organization Some evidence of a logical

progression of ideas Introductory paragraph,

supporting paragraphs and concluding paragraph

Appropriate use of transition

15 16

Adequate Development Adequate focus maintained for intended

audience Adequate development of the topic for

narrative and descriptive writing Adequate thesis statement for

development of informative and persuasive writing

Sufficient use of examples, evidence or relevant details

Use of analogies, illustrations or anecdotes

15 16

Adequate Sentence Structure Minor errors in sentence

structure Some sentence variation

Simple Compound Complex(errors in more complex sentence structure do not detract)

15 16

Adequate Word Choice/Grammar Usage

Appropriate, somewhat specific Somewhat simplistic Somewhat consistent grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

15 16

Adequate Mechanics Some errors

Punctuation Capitalization Spelling

Needs editing but doesn’t impede readability

15 16

Score of 3 Limited Organization Limited evidence of a logical

progression of ideas Introductory paragraph and

concluding paragraph with limited supporting paragraphs

Limited use of transition

Limited Development Some evidence of focus for the intended

audience Limited development of the topic for

narrative and descriptive writing Limited thesis statement for

development of informative and persuasive writing

Some use of examples, evidence or supporting details

Some use of analogies, illustrations or anecdotes

13 14

Limited Sentence Structure Some errors in sentence

structure Limited sentence variation

Simple Compound Complex(errors in more complex sentence structure begin to detract)

Limited Word Choice/Grammar Usage Vague, redundant, simplistic

Several inconsistencies in grammar usage

Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Limited Mechanics Frequent errors

Punctuation Capitalization Spelling

Begins to impede readability

13 14

13 14 13 14 13 14

PresentationRubric

Below Standard At Standard Above StandardKnowledge → Comprehension Application → Analysis Evaluation → Synthesis

Physical Attributes

Student does not dress appropriately. Student does not maintain proper body language. Student does not maintain eye contact with

audience Student fidgets, hides behind objects, and plays with

objects, etc. Student does not face audience.

Student dresses appropriately for the presentation. Student maintains proper body language. Student maintains eye contact with audience Student refrains from fidgeting, hiding behind objects, playing

with objects, etc. Student faces audience.

In addition to the At Standard criteria: Student dresses to enhance the purpose of the presentation. Student uses body language to enhance the purpose of the

presentation. Student uses physical space and movements to enhance the purpose

of the presentation.

0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Oral & Verbal Skills

Student uses oral fillers (uh, ok, etc.) Student pronounces words incorrectly. Student does not speak loudly and clearly. Student uses tone and pace that obscures

communication. Text contains errors. Student reads from notes.

Student uses minimum of oral fillers (uh, ok, etc.) Student pronounces words correctly and in Standard English. Student speaks loudly and clearly. Student speaks at a pace and in a tone that allows clear

communication to the audience. Text displayed during the presentation is free of spelling,

usage or mechanical errors. Student possesses notes but does not read from them.

In addition to the At Standard criteria: Student modifies pronunciation of words to enhance presentation. Student modulates volume and tone to enhance presentation. Student modulates pace to enhance presentation. Student uses slang, jargon or technical language to enhance

presentation. Student speaks from memory and makes only passing reference to

notes or cards.0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Organization & Structure

Student does not begin and end on time. Student does not provide preview/review. Student does not provide clear and definable

opening and closing. Student does not have all required materials ready. Student has not practiced presentation. Student does not demonstrate flexibility.

Student begins and ends on time. Student provides preview and review of main ideas. Student provides clear and definable opening and closing. Student has all required materials ready for use. Student has practiced order of presentation. Student demonstrates flexibility in the face of technical or

contextual problems.

In addition to At Standard criteria: Student provides written notes, brochures, overviews, etc. Student creates an opening that is engaging (provides a hook for

audience) and a closing that re-enforces key understandings. Student demonstrates planning for technical and contextual problems.

0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Technical Attributes

Student use of display boards, presentation software, websites, audio, video, etc., distract audience from the content and purpose of presentation.

Student does not demonstrate care in creation, including editing, proofreading, finishing.

Student use of display boards, presentation software, websites, audio, video, etc. does not distract audience from the content and purpose of the presentation.

Student demonstrates care in creation, including editing, proofreading, finishing.

In addition to At Standard criteria: Student uses advanced features and utilities of presentation software,

creates web-enabled presentations, creates non-linear presentation , and uses audio, video, movie maker programs, webpage design software, etc. to enhance the purpose of the presentation.

Student uses advanced features of word processing software, i.e. outline, table of contents, index feature, draw tool, headers and footers, hyperlinks to other file formats to enhance presentation.

0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Response to Audience

Student does not provide appropriate oral responses to audience questions, concerns, comments.

Student does not adapt the presentation based on questions, concerns or comments from audience.

Student provides appropriate oral responses to audience questions, concerns, comments.

Student makes minor modifications to the presentation based on questions, concerns or comments from audience.

In addition to At Standard criteria: Student incorporates audience questions, comments and concerns into

the presentation. Student displays willingness and ability to move away from the

script/plan and modify presentation based on audience response.0……………………………………………………..12 13………………………………………………………………16 17……………………………………………………………………20

Group Discussion LogToday’s Reporter ____________________________

Date _____________________

Week 1 ___ Week 2 ___ Week 3 ___ Week 4 ___

Topic/Question:

Important Idea –

Important Idea –

Important Idea –

Topic/Question:

Important Idea –

Important Idea –

Important Idea –

Topic/Question:

Important Idea –

Important Idea –

Important Idea –

Created by Mary Pat Farrell & Nancy Richmond

DISCUSSION CHECKLIST

Name ________________________________________________________________________Date _________________________________________________________________________Block ________________________________________________________________________Discussion Topic ______________________________________________________________

Reflecting upon my participation in this discussion, I participated positively in the discussion by

_____ using active listening skills._____ asking clarifying questions._____ stating my opinion on the topic._____ using evidence to support my position._____ making relevant comments._____ developing analogies._____ evaluating the merit of others’ opinions._____ recognizing when another person makes an irrelevant comment._____ pointing out contradictions in another’s statement._____ summarizing my thinking as well as my perception of the opinions of others._____

Reflecting upon my participation in this discussion, I detracted from the discussion by

_____ not paying attention to others._____ distracting others._____ interrupting the speaker._____ making an irrelevant comment._____ monopolizing the discussion._____ personally attacking another._____

As I reflect on my participation in this discussion, I contributed to a productive discussion by ______________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________. To improve my participation in the next discussion, I will _______________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ . Overall I would rate my participation in this discussion as _____________________________________________________________________________________________________________because ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Document created by Mary Ann TripletName: Period:

Research Log

Date Accessed

Website Address Facts and Ideas

Document created by Kelly Underwood

LEARNING LOG

Today, _________________, I, _________________ , learned __________________________ ____________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ , which furthered my understanding of the driving question. This information is important because _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .I will use this information ______________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .To further work on the project, I ________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .To be prepared for our next work session, I need to ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ .

WORDS IMPORTANT TO UNDERSTANDING THE TOPICAs you conduct your research, please record words that are important to understanding

the topic and place the date the word was originally encountered in the correct column. As you gain knowledge of the word and its meaning, record the definition in your own words as well as the date you own the word.

WORD I know and use this word.

I have heard this word.

I am unfamiliar with this word.

This word means…

created by Mary Ann Triplett

Teacher Observation Rubric Below Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what

they are told to do by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule. Student understands and articulates goals of class/group. Student accepts responsibilities for his or her actions and the

actions of the group.

In addition to meeting the criteria for At Standard, the: Student thoughtfully organizes and divides the work

between group members. Student monitors progress toward group goal. Student adapts easily to changes in the task or group.

0 1 2

Cooperation

Student does not willingly follow directions.

Student vocalizes intense opposition to group or classroom goals.

Student does not comply with group, classroom and community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for At Standard, the: Student encourages cooperation through words and

actions. Student creates or initiates procedures (or activities)

that encourage cooperation. Student willingly switches roles in group or classroom as

required by the situation.

0 1 2

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback.

Student does not dress, act or respond appropriately

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults Student dresses, acts and responds appropriately to the task at

hand.

In addition to meeting the criteria for At Standard, the: Student models appropriate speech, behavior, clothing,,

etc. even at the risk of breaking peer norms. Student goes out of their way to encourage positive

behavior and attitude.

0 1 2

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or encourage

facilitation or mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other. Student never attempts to cause conflict by false reporting. Student only engages in private side conversations when

attempting to reduce discord. Student is willing to accept facilitation or mediation in the event

they are involved in a conflict.

In addition to meeting the criteria for At Standard, the: Student serves as facilitator or mediator between

groups or individuals. Student volunteers to find resources or schedule

meetings between individuals or groups in conflict. Student, alone or in concert with other students or

adults, initiates activities that further harmony between individuals or groups.

0 1 2

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the: Student engages in action that makes the emotional

comfort of others a primary concern. Student attempts to broaden group activities to be

more inclusive.

0 1 2

Peer Evaluation Rubric

Evaluator’s Name:     ________________________________________

Team Member being evaluated________________________________________

CATEGORYDistinguished10-9

Above Mastery8-7

Mastery6-5

Below Mastery4-3

Novice2-0

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Often provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Usually provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Sometimes provides useful ideas when participating in the group and in classroom discussion. Sometimes refuse to participate.

Rarely provides useful ideas when participating in the group and in classroom discussion. Often refuse to participate.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. There is no procrastination because the work gets completed at a timely mannerly.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Occasionally tends to procrastinate, but always gets things done by the deadlines. Group may have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, and has a hard time getting things done by the deadlines. Group has to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Very critical of the project and interrupts the members. Often puts group members down and has a negative attitude throughout the project.

Focus on the task

Consistently stays focused on the task

Focuses on the task and what needs to be

Focuses on the task and what needs to be

Lack of focus and needs to be nagged

Rarely focuses on the task and what

and what needs to be done. Very self-directed.

done most of the time. Other group members can count on this person.

done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

by other group members to complete the assignment. This person needs other group members to constantly nag, prod, and remind this person to keep on task.

needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Does not participate and refuses to work with the group.

50-45 Dist 44-40 Above Mastery 39-35 Mastery 34-30 Below Mastery 29-0 Novice

Total Score_______________ Created by Karen L. Craig

Self-Assessment

Name:

Presentation Group:

Please rate the following items on your work for the group presentation.

Rating Scale:

Excellent Above Average Average Below Average

4 3 2 1

Team Work:_____ I collaborated with my team members.

______ I reviewed deadlines and worked with the team to complete necessary work for the presentation.

_____ I was supportive of other team members.

Content:

_____ I gave valuable information on my topic.

_____ I used credible sources.

Organization:

_____ I began work promptly.

_____ I organized ideas in a meaningful way.

_____ I stayed on task and met deadlines needed to complete work for the presentation.

Complete the following statements:

My strengths on this project were:

My challenges on this project were:

Changes I would make to the next project are:

Created by Nada Waddell

GROUP OBSERVATION CHECKLIST(Observe group for 5-10 minutes and check all behaviors that were seen or heard)

Group:Project Name: Date:

When beginning a new task group members …Behavior observed All

membersMost members

Some members

Fe w members

Agree on an agenda or planBegin work promptlyGet out project materialsFigure things out without minimal teacher helpShare responsibilities and/or assign rolesReview deadlinesStay on task

When working group members….Behavior observed All

membersMost members

Some members

Fe w members

Have relevant conversationsEvaluate new information for significanceTeach each otherReview each other’s workAssign overnight/weekend tasksEnsure that work is turned inClean up and put awayAsk for help when neededStay on task

When discussing project work group members….

Behavior observed All members

Most members

Some members

Fe w members

Ask clarifying questionsTake turns speakingMake decisions collaborativelyRecord decisions and plansShare essential informationReview deadlinesStay on task

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