Rubric+and+Syllabus

=Rubric and Syllabus=

Course Description
Participants will have the opportunity to enhance their content area expertise and connect their essential skills and concepts to the content standards of reading, writing, speaking, viewing, and listening as well as the 21st century skill of Technology Literacy, specifically: 1) Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2) understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Objective
Effectively integrate digital storytelling tools in the classroom to provide students with the appropriate tools and skills to assist in comprehension of content through the use of instructional routines.

Scientific Research
Digital storytelling: a meaningful technology-integrated approach for engaged student learning.Educational Technology Research & Development; Aug2008, Vol. 56 Issue 4, p487-506 Banaszewski, Tom. Storytelling Finds It Place in the Classroom. (www.infotoday.com/MMSchools/jan02/banaszewski.htm) Mamie Marcuss,"The New Community Anthology: Digital Storytelling." (www.bos.frb.org/commdev/c&b/2003/fall/digital.pdf)

Required Readings
How To: Use Digital Storytelling in Your Classroom, Jennifer New, December 2nd, 2005, Edutopia @http://www.edutopia.org/use-digital-storytelling-classroom 7 things you should know about Digital Storytelling. The EDUCAUSE Learning Initiative, January 2007. net.educause.edu/ir/library/pdf/ELI7021.pdf Telling Tales with Technology, Salpeter, Judy. Technology & Learning, Feb2005, Vol. 25 Issue 7, p18-24 @http://www.techlearning.com/article/3536 Hall Davidson's Educators' Copyright Chart for Digital Media @http://www.halldavidson.net/chartshort.html

** Digital Storytelling Rubric ** Develop, plan, and implement a lesson that supports and enhances the desired content following the provided template. || Learner builds a complete context for the lesson, including the content to be covered. The learner identifies the technology and resources they are going to utilize within the lesson. It is clear students either have the necessary skills or there is a clear plan to teach the needed skills. The learner also identifies their skill level with the tool and provides a clear picture of how they plan to increase their skill level. || Learner builds a complete context for the lesson, including the content to be covered. The learner identifies the technology and resources they are going to utilize within the lesson. It is clear students either have the necessary skills or there is a clear plan to teach the needed skills. The learner does not identify the skills necessary or have a plan to increase their skills level. || Learner builds a context for the lesson. The learner identifies the technology and resources they are going to utilize within the lesson, but obvious student or teacher skills are missing or misidentified. || Learner builds a context for the lesson, but they do not address the skills necessary for students or self. Technology and resources are not identified. || Create their own multimedia production that reflects the qualities of a digital story that can be used as an example for their students. || Multimedia production reflects all the exemplary qualities of a digital story. || Multimedia production partially reflects the exemplary qualities of a digital story. || Multimedia production has very few high qualities of an exemplary digital story. || Multimedia production does not reflect the exemplary qualities of a digital story**.** || Implementation plan demonstrates evidence of the use of a storyboard by students and teacher. Plan includes the gradual release of responsibility model, which includes: modeling how to use a storyboard, guided practice, collaboration on it's use and independent practice by students as they work through the tasks. || Evidence is present that a storyboard is expected and students are held accountable as they worked through the tasks (drafts, checklist, individual conference notes). Participant identifies actions or events that align with the Gradual Release of Responsibility Model. || Evidence that a storyboard was presented and modeled for students, but there was no evidence that students were held accountable for its use. There is limited or partial use of the Gradual of Release of Responsibility Model. || Evidence that a storyboard was presented to students, but there was not an expectation that it should be used when planning for their digital story. An attempt was made for using portions of the Gradual Release of Responsibility Model, but evidence provided shows misconceptions regarding the GRR components. || No evidence that students used a storyboard in the development of their digital story. There is no evidence of the Gradual Release of Responsibly Model was attempted. ||
 * ** Participant will... ** || ** Exemplar (4) ** || ** Proficient (3) ** || ** Developing (2) ** || ** Limited (1) ** ||
 * ** Lesson Planning Template **
 * (Content and Technology) **
 * ** Skill Development **
 * ** Pedagogical Connection **
 * ** Reflection on Learning/Teaching Impact ** || Learner clearly articulates the benefit of using this technology related to increased rate and permanence of learning with examples of student work. Effectiveness and efficiency of teaching is also addressed and examples are provided. Learner describes and accurately supports the examples of how the technology impacted the content and/or their pedagogy using concrete examples. || Learner clearly articulates the benefit of using this technology related to increased rate and permanence of learning with examples of student work. Learner did not address the tie to effectiveness and efficiency of teaching. Learner describes and provides general statements of support on the impact technology had on the content and/or pedagogy. || The learner believes that the efficiency and effectiveness of instruction was increased and/or the rate and permanence of learning although this appears to be a "gut feeling" as no evidence is included and/or the evidence is a mismatch. Learner describes and provides general statements of support on the impact technology had on content and/or pedagogy. || The learner conveys a feeling that there wasn't any impact on teaching and/or learning. ||

Grading
Rubric will be used to determine grades based upon objectives met. A- 16-15 pts B- 14-13pts C- 12-11 pts 10 and below not pass