| Principle |
Rating |
Explanation |
| Open-Ended Instruction
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
| Mediocre |
- Majority of activities are teacher directed, but students do have the opportunity to reflect as they are lead through dramatic activities personifying the Earth and the rock cycle.
|
|---|
| Interdisciplinary and Multidisciplinary Learning Multidisciplinary= addresses a number of different subjects
Interdisciplinary= integrated approach that blurs subject lines
Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.).
Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries. | Mediocre |
- Although there are not an abundance of opportunities for interdisciplinary learning, this chapter does encourage the use of drama, as students attempt to pretend they are the Earth as they listen to a story of the rock cycle.
|
|---|
| Discovery Learning Learning activities are
constructed so that students discover and build knowledge
for themselves and develop largely on their own
an understanding of concepts, principles and relationships.
They often do this by wrestling with questions, and/or solving problems
by exploring their environment, and/or
physically manipulating objects and/or performing experiments.
- Mediocre = Students are provided with intriguing questions, materials to use &
some direction on how to find answers. The learning involves unique experience & provides
some opportunity for an 'ah-hah' event
- Good =
Students are provided with intriguing questions, materials to use, &
make their own decisions on how to find answers. The learning involves unique experience & provides
definite opportunity for an 'ah-hah' event.
- Very Good =
Students choose what questions to investigate as well as the materials/strategies
to use to answer them.
| Mediocre |
- Majority of the activities within this resource are teacher directed, with very few opportunities for students to experiment on their own.
|
|---|
Values Clarification Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
- Poor = Students are not explicitly given an opportunity to clarify their own values.
- Mediocre = Students are given a formal opportunity to clarify their own values. The range of perspectives in the resource is limited, therefore, students do not have an appropriate amount of information to clarify their own values.
| Poor/Not considered |
- Students are given opportunities to reflect independently as they listen to the Aboriginal legend, and as they are lead through the story of the rock cycle.
- Students are not explicitly given opportunities to clarify their own values.
|
|---|
| Differentiated Instruction Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties. | Mediocre |
- Activities will address the learning needs/styles of a variety of different students.
|
|---|
Experiential Learning Direct, authentic experiences are used.
- Mediocre = simulation
- Good = authentic experience
- Very Good = authentic experience related to the primary goal of the lesson
| Mediocre |
- Simulation activities are used to teach about the rock cycle.
|
|---|
Cooperative Learning Group and cooperative learning strategies are a priority.
- Mediocre = students work in groups
- Good = cooperative learning skills are explicitly taught and practiced
- Very Good = cooperative learning skills are explicitly taught, practiced and assessed
| Mediocre |
- Students are given the opportunity to work in groups, but are not explicitly taught cooperative learning skills.
|
|---|
| 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. | Poor/Not considered |
- Assessment practises are not provided for students or teachers.
|
|---|
Peer Teaching Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
- Mediocre = 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')
| Mediocre |
- Incidental teaching arises from group work activities and discussion.
|
|---|
| Case Studies Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context. | Poor/Not considered |
- No relevant case studies are provided for students or teachers.
|
|---|
| 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. | Poor/Not considered |
- Students are not given the opportunity to choose elements of their programming.
|
|---|
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