| Principle |
Rating |
Explanation |
| Open-Ended Instruction
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
| Very Good | There are many appropriate open-ended situations presented here. Students are encouraged to consider and develop their own thoughts and opinions throughout the lessons. |
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| Integrated Learning Learning brings together content and skills from more than one subject area
- Satisfactory: content from a number of different subject areas is readily identifiable
- Good: resource is appropriate for use in more than one subject area
- Very Good: the lines between subjects are blurred
| Very Good | With the language and communication skills used in the talk show/TV show, the research and analysis techniques of the surveying and tabulating results, the looking at the geographical and biological nature of the various biomes, and the study of the inter-relationships of the ecosystem, many subjects are covered. |
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| Inquiry Learning Learning is directed by questions, problems, or challenges that students work to address.
- Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
- Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions. Sometimes referred to as Guided Inquiry
- Very Good: students generate the questions and assume much of the responsibility for how to solve them. . Sometimes referred to as self-directed learning.
| Good | Students can choose their area of research. Through their own research, surveys and analysis they come to their own conclusions on which they will make decisions and offer suggestions. |
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| Differentiated Instruction Activities address a range of student learning styles, abilities and readiness.
- Satisfactory: includes a variety of instructional approaches
- Good: addresses the needs of visual, auditory & kinesthetic learners
- Very Good: also includes strategies for learners with difficulties
| Good | While accommodating students who struggle is not specifically addressed, the organization and suggested implementation of the lessons allow for students to participate in many ways and with this open format different learning needs can be met quite easily. |
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| Experiential Learning Authentic learning experiences are provided
- Satisfactory: learning takes place through ‘hands-on’ experience or simulation
- Good: learning involves direct experience in a ‘real world context’
- Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
| Satisfactory | If the extension activities are implemented, this would be considered a strength. |
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| Cooperative Learning Group and cooperative learning strategies are a priority.
- Satisfactory: students work in groups
- Good: cooperative learning skills are explicitly taught and practiced
- Very Good: cooperative learning skills are explicitly taught, practiced and assessed
| Satisfactory | It is assumed that students already know how to work in groups and/or with a partner cooperatively. |
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| Assessment & Evaluation Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | Good | Throughout the lessons, according to their described outcomes, there are questions and suggested formats to follow for assessment.
- Students pass in brochures, presentation work, graphic representations, research notes and analysis of results.
- There are no specific tests or formal evaluations provided
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| Peer Teaching Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
- Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
- Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
| Good | I would rank this as very good if teachers provide opportunities for the students to complete the extension activities. |
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| Case Studies Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | Very Good | Case studies and examples are current, authentic and relevant to the concepts studied. |
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| Locus of Control Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | Very Good | Many of the lessons involve the students choosing their own area/species to research along with the topics they would like to address. |