Presentation Team Topic: _____________________________________________ Date: ________________
A. Overall Group Presentation |
35% |
|
Our group was well
prepared. Each member contributed equally in the preparation and had
collected information from a variety of appropriate sources that were solid
and relevant to the presentation of our topic. The lesson we designed was creative and
clearly built on our understanding of learning theory and research as it
relates to effective instructional practice.
We paced ourselves appropriately during the presentation and balanced
time among and flow between our team members effectively. The presentation and activities followed a
clear and logical sequence and support materials were effectively and
appropriately used. Our lesson
presentation strategy was engaging and encouraged the active involvement of
class members. |
o
10 o
9 o
8 |
|
Our group was fairly well
prepared. We had all collected and
critiqued reference lessons (although we feel there could have been more or
better quality lessons found and used).
The lesson we designed was based on theories and research. We paced
ourselves appropriately during the presentation and balanced time among and
flow between our team members effectively.
The presentation and activities was sequential and support materials
were appropriately used. Our lesson
presentation strategy actively involved class members. |
o
7 o
6 o
5 o
4 |
|
Our presentation was uneven
and demonstrated that a few members had done most of the work. Although we
shared information, most of it was collected by one or two of us and did not
truly represent a group effort. The sources of information we did use were
simply lesson plans that we collected.
Our presentation consisted primarily of reading from notes and did
little to engage participants in any meaningful way. |
o
3 o
2 o
1 |
|
We did not prepare for this
presentation as well as we should have. We did little to critique the lessons
we gathered…All of our information was available from the assigned readings
in the text and little, if any, outside reading was done in preparation. We did not have an engaging activity at all
and basically read contributions in turn. |
o
0 |
B. Critique and Discussion |
20% |
|
Our group was fully
prepared for the questions asked during/after our presentation. We had
in-depth knowledge of the lessons we reviewed and were able to clearly
articulate their strengths and weaknesses as well as the rationale for the
design of our team lesson based on this critique. Through facilitation of the discussion we
were able to demonstrate our extensive research base when answering specific
questions. The answers to the questions asked provided a means to further
illuminate the critique and helped the rest of the class to clearly
understand the strengths and theoretical and research basis of the lesson we
presented. |
o
10 o
9 o
8 |
|
Our group was able to
answer some, but not all, of the questions completely. In our answers we displayed our knowledge
of the lessons we reviewed and were able to share information on their
strengths and weaknesses and describe how we designed our team lesson based
on this critique. Through facilitation
of the discussion we were able to demonstrate our research base when
answering specific questions. The answers to the questions asked provided a
means to further illuminate the critique and helped the rest of the class to
understand the strengths and theoretical and research basis of the lesson we
presented. |
o
7 o
6 o
5 o
4 |
|
The information we had
collected, while sufficient to design and present our lesson, was
insufficient to handle the questions asked by our peers. We were not sufficiently familiar with the
lessons to describe their strengths and weaknesses and were not able to
clearly identify how we designed our lessons based on this critique. Many of our answers consisted of re-stating
the points we had made earlier. |
o
3 o
2 o
1 |
|
We were unable to answer
many/most of the questions put to us. |
o
0 |
Name: ____________________________________________________
|
C. Individual Self-Assessment (personal performance) |
10% |
|
I
feel my preparation was comprehensive and added greatly to our effort. My
information matched the other information in the group well and was not
redundant since we had coordinated our research efforts ahead of time. My contribution fit with the level of the
rest of the group, which overall was very high. |
o
10 o
9 o
8 |
|
My
section of the presentation went well but was not coordinated as well as it
could have been with the rest of the members of my group. While some of the
information I shared was appropriate, I feel that some of the information I
had brought to the presentation may not have been relevant. Overall, my
contribution made sense and supported our team goal. |
o
7 o
6 o
5 o
4 |
|
My
contribution to the group effort appeared weak. I had some contributions to
make to either the lesson critique or the sample lesson presentation, but it
did not seem to be at the level of other members or the standard I have seen
in the presentation by other groups. I relied mostly on the other group
members to carry the presentation and read my contribution from notes. |
o
3 o
2 o
1 |
|
I
was not prepared for this presentation and read or presented information
provided by my peers. |
o
0 |
|
D. Supporting Documentation (written
products) |
35% |
|
Our
team submission and support materials were complete and comprehensive and
accurately matched our actual presentation and roles. The lesson plan was both clear and creative
and demonstrated a deep and detailed understanding of how to address and
apply specific theories and research in instructional practice. The lesson critique identified both
strengths and weaknesses of each lesson reviewed and clearly linked the
critique to developmental theories through excellently formatted citations
well referenced and included references that reflected a variety of
appropriate sources of high academic quality, directly related to the
topic. Support materials used during
the lesson were creative, appropriate and represented a thoughtful and
significant effort, contributing to the lesson and engagement of the
participants. Each member contributed
equally in the preparation of the document. |
o
10 o
9 o
8 |
|
Our
team lesson plan, critique and support materials were complete and clear and
generally reflected our presentation and designated roles. The referenced critique identified
strengths and weaknesses of the lessons reviewed. Reference to theories and resources were
made using good quality formatting of citations and references. Support materials used during the lesson
were appropriate and contributed to the lesson and engagement of the
participants. Each member contributed
equally in preparation of the document. |
o
7 o
6 o
5 o
4 |
|
Our
presentation lesson plan was somewhat unclear and did not include all
components or did not reflect our presentation or roles. The referenced
critique of lessons. References were of poor or questionable quality and/or
were not relevant to the presentation or topic. Some members contributed
substantially more to the document and its preparation than others and there
was only minimal effort made to produce a coordinated, coherent document. |
o
3 o
2 o
1 |
|
Our
presentation lesson plan was unclear and did not reflect our presentation.
The written materials demonstrated our lack of coordination as a team. References were of poor or questionable
quality with and were not relevant to the presentation or topic. One person did all of the work on the
supporting documentation, which was not coherent. |
o
0 |
Scoring Reference Key 0 = < 60% (D) 1-3 = 70-79% (C) 4-7 = 80 – 89% (B) 8-10 = 90-100% (A)