Rubrics 2015-2016

Feedback Rubrics

School Year 2015-2016

Feedback is an important component in growth both for our students and ourselves.  At UAI, we have a wide variety of feedback mechanisms to improve classroom practice and optimize student learning. Through Pods, Subject Teams, and Grade Teams, teachers work collaboratively to better understand classroom puzzles and to strategically develop solutions to address the problems and puzzles.

Using shared rubrics helps us norm our expectations for learning at UAI.  Here are the rubrics we use at UAI.  They are aligned to Danielson and will also be used in your formal evaluation.

• Social Norms:  LC Formats function as a Tier I context for curriculum and social-emotional learning. Social norms are the framework for learning and the medium in which higher forms of learning occur. Social Emotional Skills are considered an aspect of the curriculum, and are treated as material to be learned and applied in practice. Learning is successful to the degree to which students are able to internalize SEL skills and understandings and to participate successfully as a member of the classroom community.

• The Classroom Environment:  Learning is a self-initiating process, and the classroom environment is the way students gain access to the experiences necessary to learn and achieve. The environment is considered an aspect of the curriculum, and is treated as material that the student must learn to use independently and responsibly to successfully learn and develop.

• The Mini Lesson:   The goal of the mini-lesson is to provide efficient opportunity for all class members to access information or instruction that is collectively beneficial. Lessons are ritual activities that provide opportunity for students to practice the expectations of large group learning.

• Work Time:  The primary aim of work time is to provide students with an opportunity to practice autonomy and independence in pursuit of learning goals. In addition, Work Time supports socially active, collaborative learning, so that students can practice interdependence and cooperation.

• Cooperative Unison Reading:  The primary aim of UR is to ensure students participate in pluralistic, democratic discourse procedures, have opportunities to become adept in perspective-shifting and cooperative reasoning, gain access to knowledge, and develop normative/conventional literacy skills.

• The Learning/Writing Conference:  Through a process of breaking down and resolving challenges, and generalizing and applying new insights to other situations, student is assisted in developing key cognitive processes that have a role in creative thinking, cognitive flexibility, planning and problem solving. Practice in these ways of thinking help students gain a growth mindset about their own intelligences. In addition, writing conferences provide students with a space to improve the effectiveness of their composition in relation to their stated purposes and audiences.

• Shares.  The primary aim of the share (Table Share, Brief Share, Content Share, or Writing Share) is for the student to have the opportunity to synthesize news skills and content knowledge into a form that she can use to present and share new learning. Additionally, the share is aimed at providing students with the opportunity to gather and integrate peer feedback to improve the presented piece.

• The Inquiry Cycle & Inquiry Teams (Responsibility Teams & Inquiry Groups). Coming Soon