Rubric for Evaluating Techshare Online Learning Activities

Title of Activity:

Reviewer:

Evaluation components for Learning Activity		Weight	Score
1.	Culturally responsive curriculum	15
2.	Instructional Design	15
3.	Goals and Objectives	20
4.	Procedures	20
5.	Assessment and Evaluation	20
6.	Format of Overall Module	10
	Overall rating of curriculum module	100

1.	Culturally responsive curriculum[1] for Navajo Students	Weight	Score
	1.1. Presents concepts as knowledge embedded in a larger system of interconnected Navajo cultural beliefs, values, and practices .......................................................................
	1.2. Incorporates historical and traditional aspects of the Navajo culture in the module as a means to acquire the conventional curriculum content as outlined in state standards ............................................................................................................................
	1.3. Emphasizes the contemporary validity of traditional Navajo cultural knowledge, values, and beliefs ..............................................................................................................
	1.4. Incorporates contemporary adaptations along with historical and traditional aspects of Navajo culture ....................................................................................................
	1.5. Provides opportunities for students to study content beginning with a base in the local knowledge system, especially the ecology and geography of the bioregion they inhabit..........................................................................................................................
	1.6. Provides students with an understanding of the dynamics of cultural systems as they change over time and as they are impacted by external forces ....................................
	1.7. Incorporates the in-depth study of unique elements of contemporary life in Navajo communities in the Four Corners area, such as sovereignty and self-determination ............................................................................................................................................
	1.8. Incorporates Navajo language and cultural immersion experiences ....................................
	1.9. Includes community members as teachers and related community events as learning opportunities .........................................................................................................
	1.10. Makes appropriate use of modern tools and technology to help document and transmit traditional Navajo cultural knowledge .....................................................................
	1.11. Is sensitive to traditional Navajo cultural protocol, including the role of spirituality, as it relates to appropriate uses of local knowledge ............................................................
	1.12. Encourages students to consider the inter-relationship between their local circumstances and the global community .............................................................................
	1.13. Content promotes inter-disciplinary learning and can support multiple instructional units ...................................................................................................................................
	1.14. A variety of positive examples from different cultures promote multicultural appreciation and understanding .........................................................................................
	1.15. Makes appropriate and relevant reference to different people and cultures, such as the Navajo, without stereotypes .....................................................................................
	1.16. Teaches the learner to identify bias through authentic activities, questioning, and other strategies ..................................................................................................................
	1.17. Presents non-traditional career roles ..................................................................................
	1.18. Instructional activities do not contain any material about seasons or animals that might be considered offensive to Navajo learners e.g., snakes, lizards, grave sites, etc.
	1.19. Learning activities emphasize intergenerational and extended family items, i.e. respect for elders, shows elders and peers in other situation other than stereotypical activities, talks of aunts and uncles ................................................................
	1.20. Uses settings that are rural and similar to that of the Navajo Nation to teach new rules or processes (avoids unfamiliar places such as the city, apartment complexes, etc.) ..................................................................................................................
	1.21. Recognizes that Native American learners are more likely to participate in activities that they themselves generate, organize, or direct .............................................................
		Total: 15
				2.33. Uses key Navajo environmental points when possible, i. e., water conservation, limited land, grazing rights, ecological issues, etc. ...............................................................
2.	Instructional Design	Weight	Score
	2.1. Focuses on specific goals and objectives that are relevant to teacher and learner needs .................................................................................................................................
	2.2. Scope/scale of goals is appropriate to fully address objectives.............................................
	2.3. Based on strong pedagogy and current research ................................................................
	2.4. Provides support for the classroom teacher via embedded materials and/or online communication and resources..............................................................................................
	2.5. Provides a “place” and means to contribute to the body of knowledge via sharing data or publishing original work ...........................................................................................
	2.6. Addresses learning opportunities that are more current, of greater depth and breadth than commonly available through classroom and library resources ..........................
	2.7. Embeds extensive critical thinking and decision making activities in the lesson ....................
	2.8. Focuses on specifically directing learners to generalize and draw conclusions or inferences and to apply these to new learning experiences .................................................
	2.9. Specific activities engage multiple intelligences using a variety of approaches to meet program objectives .....................................................................................................
	2.10. Learning environment and activities encourage learners to analyze and generate multiple solutions..................................................................................................................
	2.11. Lesson makes very effective use of technology to present ideas, concepts and theories in a manner that promotes significantly deeper and/or broader understanding than would be possible with more traditional instructional materials...............
	2.12. Suggestions are provided for correlation of lesson with other materials.................................
	2.13. Includes a clear estimation of time needed to teach the lesson to students of average ability, while including extension and remedial activities for other students..............
	2.14. Includes list of necessary prerequisites or skills ....................................................................
	2.15. Includes lists of any URL and email addresses, books, equipment, additional resources or materials required or recommended for use with the module ............................
	2.16. Provides tips/hints from classroom field testing of lesson .....................................................
	2.17. Designed so that navigation is intuitive and provides easy access and user control .............
	2.18. Icons, navigational commands, maps or other prompts are easy to use ...............................
	2.19. Return to previous sections is easy ..................................................................................... ............................................................................................................................................
	2.20. Interactive strategies are very effective and allow learners to focus on the instructional concepts rather than mechanics ......................................................................
	2.21. Use of any graphics, audio, and/or video enhances contextual understanding and reinforces the basic instructional design of the module ........................................................
	2.22. To conserve bandwidth use for the client, provides large files as thumbnail graphics, downloadable items, via CD, or in a text-only option .............................................
	2.23. As appropriate, uses a variety of image types, e.g., full-motion video, live action, still images, light microscopy, X-rays, computer graphics, animation, etc. .............................
	2.24. Provides good support for learners with limited English proficiency by including sound, read aloud text, color images, or other devices that help LEP learners derive maximum meaning from the module ..........................................................................
	2.25. Encourages positive cross-cultural interactions ...................................................................
	2.26. Emphasizes that knowledge is constructed through social interaction with others ................
	2.27. Encourages teachers and members of the community to serve as facilitators and guides .................................................................................................................................
	2.28. Places higher value on interdependence in groups than on classroom competition ............................................................................................................................................
	2.29. Emphasizes building a sense of community between learners ............................................
	2.30. Emphasizes the relationships between the learners and the information, their natural environment and their social community ..................................................................
	2.31. Emphasizes internal control and mediation of learning by the student ................................
	2.32. Provides real-world, case-based learning environments, rather than pre-determined instructional sequences ......................................................................................................
		Total: 15
3.	Goals and Objectives	Weight	Score
	3.1. Instructional objectives and activities included for each grade level and curriculum area for which the module is recommended .........................................................................
	3.2. Contains content recommended in national and state curriculum frameworks and in national and state content and performance standards........................................................
	3.3. Includes audience, behavior, conditions, and degree (criterion) for each objective...............
	3.4. Address at least three levels of Bloom's Taxonomy..............................................................
	3.5. Provides activities, opportunities, tools and environments to encourage metacognition, self-analysis, self-regulation, self-reflection and self-awareness ...................
	3.6. Uses primary sources of data in order to ensure both authenticity and real-world complexity ..........................................................................................................................
		Total: 20
4.	Procedures	Weight	Score
	4.1. Includes list of all materials necessary to teach the module, including text, graphics, technology, etc. ...................................................................................................
	4.2. Introduces key vocabulary ...................................................................................................
	4.3. Specifies methods used to engage the students' schema, engage prior knowledge and relate topic to students' experiences........................................................
	4.5. Provides a detailed step-by-step description of instructional methods for each lesson, describes in detail what will be taught and what will be done to help students process information, including the following steps.............................................
	4.5.1. Input
	4.5.1.1. Uses a variety of methods ........................................................................
	4.5.1.2. Includes hands-on activities that ensure high time on task and involves all students in learning activities................................................
	4.5.1.3. Emphasizes constructivist approaches...................................................... .................................................................................................................
	4.5.1.4. Includes strategies to engage multiple intelligences and a variety of learning styles, e.g., visual, auditory, kinesthetic, tactile
	4.5.1.5. Includes independent investigations using methods such as inquiry charts
	4.5.1.6. Encourages open-ended questioning
	4.5.1.7. Includes strategies to stimulate student creativity
	4.5.1.8. Includes many opportunities to participate in cooperative learning groups .....................................................................................................
	4.5.1.9. Includes two-way communication with distant peers, mentors and subject matter experts...............................................................................
	4.5.1.10. Includes strategies for use with a diverse student population, with individual or collaborative groups, and with learners of different ability levels ................................................................................
	4.5.1.10. Suggests management strategies for varied settings ................................
	4.5.1.11. Delivers concrete concepts first, then abstract ideas .................................
	4.5.1.12. Provides more visual, less auditory activities ............................................
	4.5.1.13. Includes many variations of the Language Experience Approach so that learners are allowed and encouraged to express what they know in their own words ....................................................................
	4.5.2. Modeling
	4.5.2.1. Demonstrates the desired skill or process .................................................
	4.5.2.2. Shows a graphic or demonstrates in a concrete way exactly what the finished product is expected to look like...................................
	4.5.2.3. Directions and information are clearly stated ............................................
	4.5.2.4. Media, materials, and resources appropriately address objectives
	4.5.2.5. Demonstrates, using concrete connections, the relationship between existing knowledge and new skills
	4.5.3. Guided practice
	4.5.3.1. Leads students through the steps necessary to perform the skill or demonstrate the concept using a trimodal approach: hear/see/do..............................................................................................
	4.5.3.2. Allows reflective response time
	4.5.4. Independent practice
	4.5.4.1. Includes activities that allow learners to practice newly-learned skills without supervision ...........................................................
	4.5.4.2. Allows opportunities for learners to actually teach newly-learned concepts and skills to others .....................................................
	4.5.4.3. Provides aids for independent applications or study such as graphic organizers and other scaffolding ..................................................
	4.5.5. Closure
	4.5.6.1. Shows students how information will be useful/useable in their lives, includes summary of what has been learned at the end of each lesson, plus a culminating activity at the end of the module......................................................................................................
		Total: 20
5.	Assessment and Evaluation	Weight	Score
	5.1. More than 50% of assessment focuses on the higher levels of Bloom's Taxonomy...............
	5.2. Specifies exactly how student learning will be evaluated......................................................
	5.3. Relates directly to the objectives..........................................................................................
	5.4. Incorporates multiple intelligences theories...........................................................................
	5.5. Is congruent with objectives.................................................................................................
	5.6. Is congruent with characteristics of students' culture.............................................................
	5.7. Includes performance assessment strategies that are well-designed, simple to implement, and meet a wide range of instructional reporting needs......................................
	5.8. Record keeping assessment components, such as journals, portfolios, or placement tests are easy to set up and operate and will accept any number of students and classes...........................................................................................................
	5.9. Serves as a self-analysis tool...............................................................................................
	5.10. Assessment is authentic and interwoven with teaching .......................................................
		Total: 20
6.	Format of Overall Module	Weight	Score
	6.1. Adheres to standard school/business English throughout the module (correct spelling, punctuation, and grammar) ....................................................................................
	6.2. Formatted correctly .............................................................................................................	Weight	Score
	6.3. Support materials are complete, very well written, effectively indexed, and attractive..............................................................................................................................
	6.4. Instructions for using the module are very clear....................................................................
	6.5. Support materials are provided in printable files from online/disk sources including transparency masters, posters, maps, manipulatives, templates, etc. ..................................
		Total: 10

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[1] Based on the Assembly of Native Educator Association. (1998). Alaska standards for culturally responsive schools. Retrieved December 20, 2000, from the World Wide Web: http://www.ankn.uaf.edu/currstan.html