Individual Lesson Plans will be assessed using the “Lesson Plan Rubric,” however, the PBL Unit will also be assessed holistically using this rubric.  Your PBL Unit should consist of a series of lessons that are logically sequenced with each lesson building on prior lessons.  The PBL Unit should be cohesive and include continuity elements that help students move toward a final product.  Varied resources, tasks, grouping arrangements, levels of thinking, and products should be incorporated into the unit resulting in a rich and varied experience for children.  Assessment should be ongoing throughout the unit and learning should be documented.

Please submit a disk and turn in a hard copy of all material

Accomplished

Proficient

Basic

State

&

National Standards

&

Objectives

PBL Unit is interdisciplinary with clearly targeted competencies (including technology competencies).

Standards are clearly identified and directly correlated with the tasks.

Objectives are developmentally appropriate and aligned with tasks and assessment.

Background information is substantial and clearly reflects the “big ideas” of the discipline.

Key vocabulary is identified, and stressed throughout.

PBL Unit is not interdisciplinary; limited effort is made to connect to other disciplines or to technology competencies.

Standards are complete and related to the PBL Unit.  Objectives are developmentally appropriate and are somewhat aligned with tasks and assessment.

Background information is complete and grounded in the “big ideas.”

Key vocabulary is identified, but not stressed throughout.

PBL Unit lists items from standards that are only peripherally connected to the topic.

Standards listed are incomplete and/or not appropriate to the PBL Unit or grade level.

Objectives are not developmentally appropriate and are not carefully aligned with tasks and assessment.

Background information is incomplete and/or not grounded in the “big ideas.”

Key vocabulary is not identified, and not stressed throughout.

INTRODUCTION

Engagement

“hook”

The introduction is presented in an engaging format that captures the interest of the learners.

The introduction makes it clear why the unit is important and relevant to the learners’ lives.

Role(s) is (are) clearly defined.

The introduction is presented in a way that is interesting for the learners.  Introduction makes it somewhat clear why the unit is important and relevant to the learners’ lives.  Role(s) is (are) not very clearly defined.

The introduction is routine and/or does not engage the interest of the learners.

The introduction does not clearly illuminate the relevance of the unit.

There is (are) no clearly defined role(s).

LESSON  PLANS

(See Lesson Plan Rubric for more detail)

QUESTIONING (Inquiry):

The learners are encouraged to wonder.

Questions scaffold learning, spanning Bloom’s Taxonomy.  Questions build on prior knowledge.

Questions are used systematically to assess learning and understanding of all learners.  Learners are required to think critically.

ASSESSMENT

Directions clearly and coherently presented.

“Checkpoints” are systematically used to focus and enhance learning.

Criteria for assessing product are clear, substantive, and directly related to competency goals.  Assessment criteria (rubrics) address content mastery in all products (songs, posters, etc.).

Product requires learners to engage in all levels of Bloom’s Taxonomy.

Content knowledge is demonstrated, i.e., it is clear that substantive learning (understanding) has been achieved.

QUESTIONING (Inquiry):

Questions span the lower levels of Bloom’s Taxonomy—knowledge, comprehension and application.  Questions are used, but not systematically to assess learning and understanding of all learners.  Learners are sometimes required to think critically.

ASSESSMENT Directions are somewhat clearly and coherently presented.

“Checkpoints” are used on occasion to focus and enhance learning.  Criteria for assessing are clear, substantive, and related to competency goals.

Assessment criteria (rubrics) address content mastery to some extent.  Product requires learners to engage in some levels of Bloom’s Taxonomy.

There is some evidence of content knowledge in the final product, i.e., it is clear that learning (understanding) has been achieved.

QUESTIONING (Inquiry):

The focus of the questions is knowledge and comprehension.

Questions have one obvious answer (i.e., Is slavery good or bad).

Questions are rarely used to assess learning and understanding.

Questions can be answered directly, with little thought.

ASSESSMENT Directions are not clearly and coherently presented.

“Checkpoints” are rarely used to focus and enhance learning.

Criteria for assessing are unclear, lack substance, and are peripherally related to competency goals.

Assessment criteria (rubrics) do not address content mastery.  Product requires learners to engage in only knowledge and comprehension levels of Bloom’s Taxonomy.

Evidence of content knowledge is superficial in the product, i.e., it is not clear that substantive learning (understanding) has been achieved.

COMMENTS:

DEBRIEFING (Closure)

Debriefing requires learners to "step back" and reflect on the process and content that has emerged (encouraging use of metacognitive skills).

Knowledge of content, vocabulary, and “Big Ideas” is obvious.

Debriefing requires learners to “step back” and reflect to some extent on the process and content that has emerged (encouraging some use of metacognitive skills).

Some evidence of content knowledge and understanding of vocabulary and  “Big Ideas”.

Debriefing does not require learners to “step back” and reflect on the process and content that has emerged (does not encourage use of metacognitive skills).

Debriefing provides learners with little opportunity to review content.

Content knowledge is superficial and lacks understanding of vocabulary and the “Big Ideas”.

RESOURCES    &              TOOLS

Resources are varied and numerous (including technology).

Resources include relevant information (are aligned with goals, objectives, and assessment).

Resources encourage reflection.

Resources are developmentally appropriate.

Tools/scaffolding are provided to anticipate a variety of learner needs.

Learners have an opportunity to learn about and use a variety of tools and resources.

Resources are limited in number and/or variety.

Resources include relevant and irrelevant information.

Resources do not encourage reflection.

Resources are sometimes developmentally inappropriate.

Tools/scaffolding are sometimes provided to anticipate the needs of a variety of learners.

Learners have an opportunity learn about and use some tools and resources.

Resources are not directly connected to the assignment

Few or unvaried resources are included and/or used.

Resources and materials do not provide information for students to analyze or interpret.

Tools/scaffolding are not provided to anticipate the needs of a variety of learners.

Learners have limited opportunities to learn about and use a variety of tools and resources.

Graphics & Visual Appeal

Graphics/visuals are beautifully done/chosen and clarify, elaborate on, and enhance learning throughout the PBL Unit.

Graphic/visuals are carefully done/chosen and relate to PBL Unit.

Graphics/visuals are poorly done/chosen, are extraneous and rarely enhance learning in the PBL Unit.

Mechanics

&

Organization

PBL Unit has no spelling and/or grammatical and/or word usage errors.

PBL Unit is logically organized and easy to follow.

PBL Unit has no more than two spelling and/or grammatical and/or word usage errors.  PBL Unit is somewhat organized and easy to follow.

PBL Unit has three or more spelling and/or grammatical and/or word usage errors.

PBL Unit is not organized or easy to follow.

Technical Competence

PBL Unit contains all necessary navigational tools and buttons and/or all files.

PBL Unit contains most necessary navigational tools and buttons and/or most files.

PBL Unit is lacking many necessary navigational tools and/or buttons and/or many files.

COMMENTS:

PBL Units must include the following:

_____  Brief overview/description of unit (grade level, content areas, summary of objectives, and elements of Universal Design)

_____  Table of Contents

_____  Credits (that’s you!)

_____  Letter to Parents/Guardian

_____  State and National Standards (including technology)

_____  Background Information including field trips, websites, literature, etc.  (research paper, science, only)

_____  Annotated Bibliography (APA format)

_____  Technology Competency 11.0

_____  8 Lesson Plans using format provided in class, with reflections

_____  Completed Sample of Learning Issues Board or KWHL Chart (science, only)

_____  Peer Evaluation of collaboration (when appropriate)

_____  A copy of this rubric

PBL Unit contains all required items.

All items indicate a thorough understanding of content and pedagogy.

PBL Unit contains most required items.

Most items indicate an understanding of content and pedagogy.

PBL Unit is missing many required items.

Several items indicate an incomplete understanding of content and pedagogy.