Aaron's Open Book
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  • The Island Project- PYP/Inquiry-based learning
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  • Education- Masters Degree-Colorado State University
    • CLD Toolkit >
      • Pre-Assessment Tools
      • Scaffolding Approaches
      • Instructional Approaches
      • Approaches/Methods for CLD and ANY Student
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      • Platform for Best Practices with CLD Students
    • Social, Ethical, and Legal Issues in 21st Century Learning >
      • Technology in the Classroom
      • Just-In-Time Lesson Analysis
      • Learning Theories and Models of Instruction >
        • 12 Touchstones of Good Teaching >
          • Be Demanding >
            • Unpacking Standards
            • Set Learning Goals
            • Peel Back the Curtain
            • Creating Assessments
          • Be Supportive >
            • Maintain Student Interest
            • Meaningful Interactions
            • Giving Useful Feedback
            • Creating A Safe Environment
          • Be Intentional >
            • Making The Most Of Your Time
            • Developing Deep Knowledge
            • Coaching Toward Mastery
            • Taking Learning a Step Further
          • Building a Lesson Plan
          • References
        • Reflections
        • Product Example
        • Resources For Teachers
      • Reflection
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Peel Back the Curtain

Transparency is an important part of building trust and motivating students, and a good way to ensure transparency is to help students understand a teacher's expectations through the use of rubrics.  Goodwin and Hubbell (2013) state,"by making teachers' expectations for learning explicit, rubrics help students better assess themselves, become more receptive to feedback, and feel more motivated to learn."(Be Demanding, Item 3, I provide rubrics for all important assignments, para. 1)  Additionally, teachers can involve their students in the creation of class rubrics so that both the teacher and students can share in their expectations.  Goodwin and Hubbell (2013) encourage this, stating, "students can also benefit from helping to create the rubric on which they are graded. A teacher might lead a class discussion, for example, that gets student input on what they think differentiates 'partially proficient' from 'proficient' on a rubric". (Be Demanding, Item 3, I use performance criteria to help students find their "Goldilocks zone", para. 6)

Here is the rubric I used in my parliamentary debate class:

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There are several online resources for creating rubrics, but these work well:

-Rubistar 
-iRubric 
-Teacher Planet
-University of Wisconsin-Stout 
To access Item 4- Creating Assessments please click here
creating assessments
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  • Welcome
  • About
  • The Island Project- PYP/Inquiry-based learning
  • Disclaimer
  • Education- Masters Degree-Colorado State University
    • CLD Toolkit >
      • Pre-Assessment Tools
      • Scaffolding Approaches
      • Instructional Approaches
      • Approaches/Methods for CLD and ANY Student
      • Learning Environment Impact
      • Platform for Best Practices with CLD Students
    • Social, Ethical, and Legal Issues in 21st Century Learning >
      • Technology in the Classroom
      • Just-In-Time Lesson Analysis
      • Learning Theories and Models of Instruction >
        • 12 Touchstones of Good Teaching >
          • Be Demanding >
            • Unpacking Standards
            • Set Learning Goals
            • Peel Back the Curtain
            • Creating Assessments
          • Be Supportive >
            • Maintain Student Interest
            • Meaningful Interactions
            • Giving Useful Feedback
            • Creating A Safe Environment
          • Be Intentional >
            • Making The Most Of Your Time
            • Developing Deep Knowledge
            • Coaching Toward Mastery
            • Taking Learning a Step Further
          • Building a Lesson Plan
          • References
        • Reflections
        • Product Example
        • Resources For Teachers
      • Reflection