|
| Indicator | Initiating | Becoming | Achieving | Leading | | 1. Affiliation/Belonging
Ma(2003) |
| | High level of student interaction,
small groups collaborating to research or create | Personally buy in
to continuing or expanding the learning project. | | Evidence:
| | | |
| | 2.
Choice Landfond & Purdy
(1999) | | | Students have a choice in methods, specific interest within the assigned topic, or VAK type of inquiry or delivery
| Students have a variety of choices in methods, specific interest
within the assigned topic, and KAK type of inquiry or delivery | | Evidence: |
| |
| | | 3. Affirmation |
| | Outside people affirm worth
of creations | Outside people visibly familiar with the ‘rubric’ appropriate
for the creation or activity affirm worth | | Evidence: | |
|
| | | 4. Authenticity
| |
| Clear relevance to
standards and to real life. Authentic Intellectual Work |
| | Evidence:
| |
| |
| | 5.
Novelty | | | Demonstrably has students into something new, unique and intriguing |
| | Evidence:
| |
| |
| | 6.
Meaning | | | Personally meaningful and relevant. Engagement derives meaning from the focus statement or deepening questions in the
unit. | Able to relate meaning to the ‘greater good’ of class,
school , community and etc. | | Evidence: | | |
|
| | 7. Challenge Miller & Meece (1999) |
| | Appropriate level of difficulty;
multiple levels addressing difficulty and learning styles | Willing
to attempt difficult material; willing to achieve less than 100% success to learn something new |
| Evidence:
| |
| |
| | 8.
Enjoyment Kelm &
Connell (2004) Erwin (2006)
| |
| Students demonstrate
enthusiasm and passion for learning, stay with activity and demonstrate FLOW | Communicate passion for learning to others. | | Evidence: | |
|
| | | 9. Interest
Hunter & Csikszentmihalyi (2003)
| |
Connections with prior knowledge
| Connections with prior knowledge and interests |
Relates to more than one subject and/or interest |
| Evidence:
| |
| |
|
ST CTTA Unit Component RUBRIC E2 School / Teacher ___________________
Engagement & Arts-Based Strategies Richard Benjamin, School Transformation Project Director, with Mary Lasris (richardbenjamin7@gmail.com ) Directions: Individually or collaboratively
review a DRAFT Unit, or Inquiry Center, or other Unit activity, and, using the blank line after each criteria, in the appropriate
cell from “becoming” to “leading” quote from the unit under review to indicate where you feel the
unit ranks for each criteria. Sources: Philip Schlechty – Working On The Work (Affiliation,
Choice, Affirmation, Authenticity, Novelty) William Scott – Unpublished Doctoral Dissertation 2009Challenge,
Choice, Enjoyment, Belonging/Affiliation, Interest, Personally Meaningful/Engaging
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