Rubrics For All Career Disciplines
Depth of Knowledge
The goal of this course is to move you from Level 1 knowledge to Level 4 knowledge.
Level 1 knowledge is what you are used to doing in school:
You memorize things, name things, calculate, measure, illustrate and so on. Basically, level one just requires you to RECALL stuff. An example of this type
of learning goes something like this:
Teacher: Listen to me, Anne. The capital of the state of Delaware is Dover. Their state bird is a Blue Hen. Delaware is south of Pennsylvania and to the East of Washington DC.
Anne: OK.
Teacher (one week later): Anne, can you tell me the capital of Delaware?
Anne: Dover.
Teacher: Can you draw me a picture of the State bird of Delaware?
Anne: (draws picture of a blue hen)
Teacher: Good. Where is the State of Delaware?
Anne: It is south of Pennsylvania and East of Washington DC.
Level 2 knowledge is a bit trickier. It requires you to classify, compare, infer, see patterns, predict, make observations and interpret information. An example of this type of learning goes something like this:
Teacher: Ben, you have two colored liquids in front of you in test tubes. Can you compare these?
Ben: One is green and one is blue. The green one's plant is growing faster than the blue one's plant.
Teacher: I see. What else?
Ben: I've been tracking how fast each plant is growing and I've been putting that information on a graph. I can see how the green liquid is probably better for the plant.
Teacher: If I were going to give you more plants to grow, which type of tube would you prefer, green or blue?
Ben: Based on my data, I would have to choose green.
Level 3: Strategic Thinking requires deep knowledge using reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning.
Teacher: It looks like this building you're redesigning needs a lot of work.
Claire: It does, but our budget is limited. We only have so much money but there is a lot of work to be done.
Teacher: How will you balance the budget and the needs of your customer while still making sure the building is safe?
Claire: This is something our team is struggling with. We have been debating about how to best meet all the needs of this project within our constraints. I am considering the fact that we have limited money, but I also know our project will be unsuccessful if we don't also consider what our customer wants. We've done the research on the building and the community as well as research into the cost of renovation. We're looking at multiple ways to design the building so that all our objectives can be met.
Level 4:
Level 4 Extended Thinking requires high cognitive demand and is very complex. Students are required to make several connections—relate ideas within the content area or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. When a student reaches this level of thinking he/she is DESIGNING, CREATING, PROVING, CRITIQUING, CONNECTING IDEAS AND ANALYZING PROBLEMS. Projects at this level require the last few weeks of the course and sometimes longer.
The goal of this course is to move you from Level 1 knowledge to Level 4 knowledge.
Level 1 knowledge is what you are used to doing in school:
You memorize things, name things, calculate, measure, illustrate and so on. Basically, level one just requires you to RECALL stuff. An example of this type
of learning goes something like this:
Teacher: Listen to me, Anne. The capital of the state of Delaware is Dover. Their state bird is a Blue Hen. Delaware is south of Pennsylvania and to the East of Washington DC.
Anne: OK.
Teacher (one week later): Anne, can you tell me the capital of Delaware?
Anne: Dover.
Teacher: Can you draw me a picture of the State bird of Delaware?
Anne: (draws picture of a blue hen)
Teacher: Good. Where is the State of Delaware?
Anne: It is south of Pennsylvania and East of Washington DC.
Level 2 knowledge is a bit trickier. It requires you to classify, compare, infer, see patterns, predict, make observations and interpret information. An example of this type of learning goes something like this:
Teacher: Ben, you have two colored liquids in front of you in test tubes. Can you compare these?
Ben: One is green and one is blue. The green one's plant is growing faster than the blue one's plant.
Teacher: I see. What else?
Ben: I've been tracking how fast each plant is growing and I've been putting that information on a graph. I can see how the green liquid is probably better for the plant.
Teacher: If I were going to give you more plants to grow, which type of tube would you prefer, green or blue?
Ben: Based on my data, I would have to choose green.
Level 3: Strategic Thinking requires deep knowledge using reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning.
Teacher: It looks like this building you're redesigning needs a lot of work.
Claire: It does, but our budget is limited. We only have so much money but there is a lot of work to be done.
Teacher: How will you balance the budget and the needs of your customer while still making sure the building is safe?
Claire: This is something our team is struggling with. We have been debating about how to best meet all the needs of this project within our constraints. I am considering the fact that we have limited money, but I also know our project will be unsuccessful if we don't also consider what our customer wants. We've done the research on the building and the community as well as research into the cost of renovation. We're looking at multiple ways to design the building so that all our objectives can be met.
Level 4:
Level 4 Extended Thinking requires high cognitive demand and is very complex. Students are required to make several connections—relate ideas within the content area or among content areas—and have to select or devise one approach among many alternatives on how the situation can be solved. When a student reaches this level of thinking he/she is DESIGNING, CREATING, PROVING, CRITIQUING, CONNECTING IDEAS AND ANALYZING PROBLEMS. Projects at this level require the last few weeks of the course and sometimes longer.
Article Review Rubric | |
File Size: | 6 kb |
File Type: | docx |
Rubric for Journal | |
File Size: | 14 kb |
File Type: | docx |
Rubric for Small Projects | |
File Size: | 14 kb |
File Type: | docx |
Rubric for letter | |
File Size: | 6 kb |
File Type: | docx |
Language of Discipline Rubric | |
File Size: | 6 kb |
File Type: | docx |
REQUIREMENTS and ASSIGNMENTS
Letter to the Teacher Assignment: To be written in class on ___________ . (SHOW ME YOUR PASSION)
(DO NOT GIVE IT AWAY IN THE FIRST PARAGRAPH!)
Paragraph 1: What are you considering in choosing a career cluster? What is most important to you? What other clusters/things did you consider?
Paragraph 2: What is the cluster are you choosing? How did you arrive at this decision?
Paragraph 3: What are your thoughts about this cluster? What questions do you have? How do you hope to use this in your future?
Language of the Discipline Assignment: DUE ______________.
Explain 15 words (that you do not know well) from the list of 100 words. Explain in depth. (Do not use dictionary.com or Wikipedia.com). You must cite each source properly. There is a format for this assignment that you will be given. You will have 4 periods in the lab to complete this assignment.
Write a sentence for each word that shows an application to a career in your cluster. The sentence should be as if you are working in the cluster and using the word.
Make a piece of Art using Tagxedo that includes a custom shape.
Projects: (2 projects are required) First Project due _________ at the beginning of class.
When you hand in/present your project the following will also be due in addition to the project:
Research Notes: Read three articles that provide background for your project and make notes about them. The format will be discussed in class.These are the ideas you discovered, including citations. Three are due for each
project. (One article must be about issues in your cluster.)
Evidence: questionnaires, lists, scripts, recipes, forms, anything you used to complete your project.
Timeline:for the project that shows your time management
Critical Thinking Questions: include two for each project.
Project Reflection that includes the following:
Paragraph 1: Summarize your project.
Paragraph 2: Talk about results, two critical thinking questions you have and how you answered them.(Maybe y you can't answer them. If so, explain why.)
Paragraph 3: Your opinion, thoughts going forward, and how this applies to your chosen cluster.
Letter to the Teacher Assignment: To be written in class on ___________ . (SHOW ME YOUR PASSION)
(DO NOT GIVE IT AWAY IN THE FIRST PARAGRAPH!)
Paragraph 1: What are you considering in choosing a career cluster? What is most important to you? What other clusters/things did you consider?
Paragraph 2: What is the cluster are you choosing? How did you arrive at this decision?
Paragraph 3: What are your thoughts about this cluster? What questions do you have? How do you hope to use this in your future?
Language of the Discipline Assignment: DUE ______________.
Explain 15 words (that you do not know well) from the list of 100 words. Explain in depth. (Do not use dictionary.com or Wikipedia.com). You must cite each source properly. There is a format for this assignment that you will be given. You will have 4 periods in the lab to complete this assignment.
Write a sentence for each word that shows an application to a career in your cluster. The sentence should be as if you are working in the cluster and using the word.
Make a piece of Art using Tagxedo that includes a custom shape.
Projects: (2 projects are required) First Project due _________ at the beginning of class.
When you hand in/present your project the following will also be due in addition to the project:
Research Notes: Read three articles that provide background for your project and make notes about them. The format will be discussed in class.These are the ideas you discovered, including citations. Three are due for each
project. (One article must be about issues in your cluster.)
Evidence: questionnaires, lists, scripts, recipes, forms, anything you used to complete your project.
Timeline:for the project that shows your time management
Critical Thinking Questions: include two for each project.
Project Reflection that includes the following:
Paragraph 1: Summarize your project.
Paragraph 2: Talk about results, two critical thinking questions you have and how you answered them.(Maybe y you can't answer them. If so, explain why.)
Paragraph 3: Your opinion, thoughts going forward, and how this applies to your chosen cluster.