Rubric

The following rubric is provided as a guide for your discussions:
 * Discussion Board Rubric **
 * || **4** || **3** || **2** || **1** ||
 * **Content Understanding** || My postings reflect a deep understanding of the content through the use of detailed examples and comparisons. I use relevant terms appropriately. || My postings reflect an understanding of the content. I use relevant terms appropriately. || My postings reflect a developing understanding of the content. || My postings reflect some fundamental misunderstanding of the content. ||
 * **Connections** || I make meaningful connections between the course content to my personal learning and to my classroom practice. I also connect the topics I am learning about to broader issues and ideas. || I make insightful and reasonable connections between the course content and my teaching practice. || I attempt to make connections between the course content and my teaching practice, but some connections reflect a superficial understanding of the content. || I rarely connect the course content to my teaching practice. ||
 * **Collaboration** || I post often with thought-provoking insights and questions. I take risks by sharing areas of confusion and concern. I respond frequently and seriously to colleagues’ comments by asking questions, elaborating, paraphrasing, and extending their ideas. || I post meaningful insights and questions that invite comments. I respond to colleagues’ comments by pointing out areas of agreement and asking questions. || I sometimes post questions and respond with areas of agreement and disagreement with my colleagues. Some of my comments, however, may be superficial or obvious. || I rarely post questions or responses, and most of the comments I post are superficial or obvious. ||
 * **Initiative** || I post early to encourage meaningful interaction. I respond often to my colleagues’ posts and make an effort to extend and enhance the discussion. || I meet all deadlines with my posts. My posts invite responses. || I occasionally miss a deadline with my posts. Sometimes my posts provide few ideas that encourage responses. || I often miss posting deadlines, and my posts rarely include ideas that encourage responses. ||
 * **Conventions** || My writing is easy to understand with no errors in grammar or spelling. I follow online conventions for creating a positive and productive discussion environment. || My writing has no errors that detract from the meaning. I consistently and respectfully observe conventions for online discussion. || My writing has some errors that detract from the meaning. I observe conventions for respectful online discussions. || My writing is difficult to understand, and I sometimes do not observe conventions for online discussions. ||

The following examples show posts that you might find in a discussion forum while reviewing a multimedia presentation:
 * Sample Posts **
 * Poor: ** I like your presentation. I’ll share it with my colleagues.
 * Fair: ** Your presentation has many good ideas. I like the colorful background. The number of slides is appropriate for what young students can do in class with a teacher’s assistance.
 * Good: ** Your presentation has many good ideas, especially when you reference the Essential and Unit Questions at the beginning and end of the presentation. The format of the presentation would appeal to students, with a colorful background and an appropriate number of slides.
 * Excellent: ** Your presentation addresses the Essential and Unit Questions at the beginning and end of the slideshow. Your learning objectives are clearly defined, and you clearly require students to present information related specifically to the topic. The focus of the presentation seems to be on factual information rather than analysis or evaluation of the information. Perhaps that is addressed in another part of your unit, but you may want to include a slide that identifies the higher-order thinking that is taking place during this portion of the unit. The proposed technology use is engaging and age-appropriate, and can be easily modified and implemented in a variety of classrooms for all learners.