Use of Technology Gauge
Students are engaged in real world, project based units that include evaluation, synthesis, and analysis.
Students are engaged in projects or problems that include higher order thinking skills, but are fictitious, without a real world connection.
Students are engaged in activities that involve lower order thinking skills, like possibly researching for facts.
Students are involved in lower order thinking activities, and possibly activities that involve rote memorization or drill and skill.
Students are involved in synthesis, in which they create content, develop high levels of media, and develop models of ideas. End products are real world. Students reflect on their experiences throughout the activities. No two products are the same.
Students are creating content and developing new ideas based on experiences. They reflect on their creations or products after the process is finished.
Students are involved in creation, but the creation is strongly focused on products that already exist. Students fail to reflect on the creative process.
Students have ideas of creating a product, but fail to have ideas of how to accomplish their creation.
Students all follow the same given steps when creating or crafting projects. All projects should look exactly alike when finished.
Students all have equal voices and communicate with other students, teachers, and professionals with common respect, courtesy, and established protocols to enhance instruction both face to face and with technology. Multiple means for communication are utilized.
Students use respectful and effective communication strategies to communicate with the teacher and other classmates. Most communication is face to face.
Students communicate with the teacher and with other students in the class. Some evidence of classroom communication and discussion protocols are evident.
Students communicate mostly with the teacher. When communicating with students, there is no evidence of classroom protocols to enhance instruction, which affects mutual respect in the classroom.
Students effectively work in teams to solve problems and discuss solutions. Teams can consist of members in the classroom and other students and professionals. Classroom members may have professional roles assigned to them.
Students effectively work in teams within their classroom. Students use appropriate techniques for contribution and know how to seek out additional information from other groups or professionals.
Teamwork in the classroom does not enhance instruction. Students may be engaged in empty encouragements or critical feedback that fails to evoke critique and revision.
There is no evidence of teamwork in the classroom. If groups are present, they lack structure to enhance instruction, promoting some students to take the lead.
Use of Technology
Technology is used as a tool, with learning objectives coming first. Technology has completely redefined and transformed the classroom, so that students would not be able to accomplish the same goals without it. Students are using various tools to accomplish the same goal and could even be in various places in the process.
Technology is used as a tool, with the learning objectives coming first. Students may all be using different types of technology and tools to accomplish the same goal. Technology has changed the productivity and capabilities of the classroom and is used throughout the lesson.
Technology is used to make tasks easier in the classroom. (ie, students use word processing and spell check when writing reports) Technology is used at the end of the lesson, to present or record findings.
Technology is the focus in the classroom. Emphasis is placed on the use and teaching of various technology applications rather than real world problem solving activities. Technology may be used to practice rote or drill and skill information.
Classroom Learning Environment
Collaborative teams are an established practice in the classroom. Flexible learning areas provide real world professional spaces.
Classroom is arranged in a way that promotes collaboration in teams. Students feel like a member of a positive community in the classroom.
Classroom is arranged for communication, but not collaboration. No protocols have been put in place for real world teaming.
Students are unable to effectively communicate in the classroom due to room arrangement and/or the culture of the classroom.
Role of Teacher
The teacher actively engages students in instruction, eliciting higher order questioning with small groups, identifying varying viewpoints, and providing assistance when needed for a personalized education.
The teacher provides instruction for multiple learning styles and levels. The teacher may work directly with
small groups, while some students work independently, as well as some independent group work.
Teacher provides instruction whole group. Teacher uses interactive tools through the delivery of instruction, such as student response software or cooperative learning techniques.
Teacher provides instruction whole group and lecture style. Teacher may use tools such as electronic presentations to assist in the delivery of instruction.
*A project based classroom is naturally differentiated and provides for diverse learning styles and opportunities. Although not specified in the above form, these areas should be visible through the role of the teacher and critical thinking activities.
Klista Rader, 21 Vision Education