| 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 |
- A combination of structured and guided inquiry.
|
|---|
| 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. | Very Good |
- Lessons are multi-subject and multi-disciplinary.
|
|---|
| 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.
| Very Good |
- Lessons are designed to be hands-on and active.
- Students explore and discover for themselves in most cases.
|
|---|
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.
| Very Good |
- The culminating lessons provide students with a chance to revisit their initial perspectives and to re-evaluate and clarify what they believe is important.
|
|---|
| 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. | Very Good |
- Students with diverse strengths can be successful.
- Activities are created to meet a varity of learning styles and preferences.
- The lessons are cognitively and affectively powerful.
|
|---|
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 |
- The lessons are often metaphorical or representative, but they can also be translated to direct experience. For example, students research smart ratings but do not actually buy the smart choice car. They discuss meatless meals but do not actually create one.
|
|---|
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 often grouped for the activities. Groups skills, however, are not taught, practiced or assessed through these lessons.
|
|---|
| 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. | Mediocre |
- While students do demonstrate their skills and knowledge as they work through the learning activities and reflection pieces, assessment of learning is not addressed in the unit.
|
|---|
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')
| Good |
- Sharing stories (learning) with others is a planned part of some lessons.
- The structure for the sharing is not detailed.
|
|---|
| 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. | Good |
- Simple, fictional case studies and scenarios are provided for some lessons.
- In other lessons, students create authentic product scenarios.
|
|---|
| 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 |
- There are opportunities within lessons for extension.
- Students often have choice within the framework of the lesson.
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