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Lesson Rubric

The rubric evaluates lessons for their constructivist approach in six areas: 1) The lesson follows a clear constructivist model with at least three distinct phases like experience, interpretation, and application. 2) The lesson probes existing knowledge and allows for revealing misconceptions. 3) Activities are authentic or put ideas in authentic contexts, with social learning and dialogue for addressing misconceptions. 4) Students explore their own predictions, through activities like labs and simulations to generate new ideas and test their beliefs. 5) Learning goals are clear and students self-assess their progress by confronting their own preconceptions.

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Doug Smith
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78 views1 page

Lesson Rubric

The rubric evaluates lessons for their constructivist approach in six areas: 1) The lesson follows a clear constructivist model with at least three distinct phases like experience, interpretation, and application. 2) The lesson probes existing knowledge and allows for revealing misconceptions. 3) Activities are authentic or put ideas in authentic contexts, with social learning and dialogue for addressing misconceptions. 4) Students explore their own predictions, through activities like labs and simulations to generate new ideas and test their beliefs. 5) Learning goals are clear and students self-assess their progress by confronting their own preconceptions.

Uploaded by

Doug Smith
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson Rubric Checking for Constructivism in an On-Line Lesson

Not Present 0 Constructivist Model 1.1 The lesson has a clear constructivist model or sequence in place 1.2 Different constructivist phases are present Beginning 1 Developing 2 Achieved 3

1.3

At least three distinct phases are implemented such as experience, interpretation, exploration, identification, organization, application, explanation, Existing Knowledge 2.1 Existing knowledge is probed 2.2 Misconceptions are given a chance to be revealed 2.3 Predictive or discrepant events are presented Situated Cognition 3.1 Activities or portions of activities are authentic or put forward with authentic Big Ideas 3.2 Social learning is present and integral to activities 3.3 Dialogue is available for misconception remediation Construction of Knowledge 4.1 Students are given opportunity to explore their predictions 4.2 Lab, simulations or inquiry activities are present, to help students generate new ideas 4.3 Students are asked to question their beliefs and test their ideas Metacognition 5.1 Learning goals are clear 5.2 5.3 Students are asked to confront preconceptions Students self-assess their progress

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