Q4 Presentation Rubric
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Genius Hour Q4 Presentation Rubric
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Not so much.Okay.Got it!
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Preparation for PresentationStudent was clearly not prepared for the presentation. Some or all necessary materials needed for the presenation were missing. No notes were prepared. There was no plan for the presentation, and it was not made clear.Student was somewhat prepared for the presentation. He/she had some of the materials, only read from the notes and/or made no eye contact with the audience, appeared to have minimal planning but execution was not well-done.Student was clearly prepared for his/her presentation. He/she came to class with all of the materials needed for presentation and used written notes to help guide the presentation (not just notes to read word-for-word). He/she had a clear plan and executed it well.
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Clarity & PurposeThe student's project has little or no clear direction and/or is vaguely described in his/her presentation. The project changed for no clear reason. The purpose for the project was not made clear in the presentation.The purpose and direction of the student's project is somewhat vague. The project may have changed over time without clear explanation. It is unclear to the audience what the purpose of the project is.The purpose and direction of the student's project is made clear and evident through the presentation. If the project changed course over time, the student showed how that process evolved and what was learned from that experience.
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What WorkedThe student either wasn't aware of what worked during the project, or he/she did not articulate it at all.The student may have been somewhat aware of what went well over the course of the project, but didn't show how this played into the development of the project.The student showed he/she was thoughtfully engaged in the learning process by discussing in detail what went well over the course of the project.
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What Didn't WorkThe student either wasn't aware of what didn't work well during the project, or he/she did not articulate it at all.The student may have been somewhat aware of what did not go well over the course of the project, but didn't show how this played into the development of the project.The student showed he/she was thoughtfully engaged in the learning process by discussing in detail what did NOT go well over the course of the project.
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ReflectionThe student did not reflect on his/her learning experience. While there was some reflection on what he/she learned, the student was vague in the explanation. He/she didn't articultate what was learned about him/herself in the process.The student showed what he/she learned over the course of the project - not only in terms of content, but also what he/she learned about him/herself in the process.
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Output / ProductThe student has little or nothing to show for the project. There is no concrete product, skill, or knowledge that was presented.The student's Genius Hour project yielded some sort of product, skill, or knowledge that was presented, although it was not completed with the depth that it could have been.The student's Genius Hour project yielded some sort of product, skill, or knowledge that was somehow presented to the class during the presentation.
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Volume / SpeakingBack row (or audience in general) cannot hear the presentation. Mumbling, or most speech is difficult to understand.Audience can hear the presentation some of the time. Some mumbling or enunciation errors.Audience can hear the presentation the entire time. Everything is clear and easy to understand.
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1) What did you set out to do?Thanks to Kevin Brookhouser for these ideas!
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2) What did you accomplish / produce?
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3) What did you learn?
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4) What would you do differently if you did this project again?
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5) What's next for you...??
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