I

10

IIANDBOOK

OR (LAssROOH lSTRuCNOH THAT

WORKS

FIGURE 1.1 Reflecting on My Current Beliefs and PracticesComparing

What is the purpose of asking students to compare?

Nhat kinds oftC

2
cj/

-L

_.-

it can think of a time that asked students to compare, and I was pleased with the results. Why Cd go weii?
-

v-

*j-

can think of a time that asked students to compare, and was not leased wh the resuft. Why dd it not go well?

(11

JC

-y

l,/f 10

<LI
T

I
..

What questIos do I a e about us ng companng n m Cassroom

V
-

\-..>

cX
?

..

C -

A JNoox Io

(LAsRooH

INSIRUCIFON

h4AT

Woxs

FIGURE L7

Checking My UnderstandingComparing Complete th s matrix by adding one more kning thing and differences.
one

mom characteristic, Focus on simi!anites and

ttems to be compared

What knowledge did you need to complete this task?

What insights did you gain about the pmcess of identifying similarities and differences while using the comaaraon matnx?

\. ,ct

T L4

B ackne rcter iai ab-p 352

(OHPARING

FIGURE 1.8

Rubrics for Comparing

Comparing Rubric 4 The student uses important, as well as some less obvious. characteristics to compare the items The student accurately identifies the dmUarides and differences and explains his concludons in a way that shows a compicte and detailed understanding of the items. 1 he tudert uses impoctant charactenstics to 3 T compare the items,The student accurately identifies the similarities and differences and expiains his conclusions, The student uses characteristics to compare 2 the items, but not the most important charam tenstics.The students comparison and concire oons show some misconcepCons about the items. The studert uses insignifican: cnaractenstcs to compare tne itcmsTne stucents con:oakscn and conclusions snow many m:sconceutions. that indca:e the student does not understand the term 0 Not enough information to make a judgment.

Comparing Rubric for Younger Students 4 The student uses important features to coex pare the itensThe student also uses some features that are not eaoiy seenThe student identifies similarities and differences without mang nsissakos.The student tells what she learned in a way that shows a complete understanding of the items. 3 The studen jcs important features to corn pare the iterns.The student identifies similarh ties and differences without making mistakes. The student tells what she learned. 2 The stud.en.t uses features to compare the items but the student does not use the most important features. The student makes some mistakes n the comparson
I The student uses features that are no: repor to compare the ferns The slucen: makes some bi.g nistakes fl the comparison.
tart

The student does not try to do tam task.

Dispositions RHbric
Dicpothon
Commitment to the Learning of All Students

Unacceptable

Accept

xhibits negative ittitudes toward some students or their families Lowers expectations for some students

5hds respect for all Jers ./Shows interest in learner \ success If Respects human diversity mI all its forms I \. Creates learning situations/to meet learning needs of( tudents I

z___ Target

Prepares for and salucs the uniqueness of the individual learner, including: Learning Style Readiness Motivation Culture Language Gender

Collaboratto ii for Improving Learning

lsolues from professional peers Fails to engage students in establishing ownership of their learning Inconsistently completes assigned tasks . Produces products of poor quality

Is courtaouc to all Accepts responsibility for tasks Communicates with parents and other professionals Works well as a team member Completes tasks promptly with acceptable quality . Encourages students to become involved as part of a learning community Engages in learning communities sith other professionals

Respects kJings mo opiisions of others ,Aollaborates with students: / community and peers Embraces and promotes collaborative planning and \ / work opportunities Is prompt in completing tasks that are assigned \ Produces high quality work / / consistently k Creates professional and/ \classroom learning / Qinunitics

Ethic ii Beba ior in Personal and Professional DeaIinu

Does not exhibit fairness or equit). in all situations Dois not folloss ethical standards or the piotession I)oLs not ooc civil lasss Is less than honest when communicating with others Does not adhere to school policies Does not represent the professions in a positive manner

Adheres to the tthical standards of the profession Is fair in isorking s4ith all individuals Is honest in i iteractions Demonstrates respectiselfrespect Adheres to school policies Obeys the laws of the land Appears professional in appearance and behavior Is dependable Completes task in timely manner

shonestyand /integrity in all situations Respects sell and others Sers,s as a pos1tre role model for the proft_ssion Exhibits self-efficacy I

Reflection to improve practice

ChaIlengs LorreLti.e criticism

E\lubits ditticults in niodiing behasiorpractice Fails to en age in selfevaluation Fails to seek assistance

ccpL conctructie criticism and is willing to modify hLhasior or practice Takes time to reflect on work Is aware of personal strengths and weaknesses and seeks to improve lsflex.ibi:e

..

SLeks \%a5s to Ir1p-oc Evaluates personal beliefi. and suggLstions made by others objectively Demonstrates a tolerance for! ambiguity

[______

CD

z
D

-z
-,

r.

CD
L

C
D
cL

CD CD
-

CD

EL

E
- ---------_________

CDL UC-.

EL

fl
-

--

CD
.

tz

EL

EL
-

CD-

---

EL
CD

CD

CD