Milestone+VI++(Feb.+28)+Final+Project+and+Reflection

 Final Self-Assessment and Reflection  q  I. Three stages of UbD completed along with 6 facets, WHERETO, and GRASPS o  Assess your standards-based unit based on Stage IV of Understanding by Design q  II. Final Individual Project Checklist o  Assess your project using course rubric q  III. Reflect on process: individual and group.   I. Stage IV Understanding by Design. This is a self assessment of the quality of the unit that you designed. Complete the 6 Facets, WHERETO, and GRASPS 

Specifically document with an example the way in which **at least 4 FACETS** of the following are used in your unit. ||
 * FACETS OF UNDERSTANDING **
 * FACETS OF UNDERSTANDING **
 * Explanation: ** ||  ||
 * Interpretation: ** ||  ||
 * Application: ** ||  ||
 * Perspective: ** ||  ||
 * Empathy: ** ||  ||
 * Self-knowledge (Reflection): ** ||  ||
 * Perspective: ** ||  ||
 * Empathy: ** ||  ||
 * Self-knowledge (Reflection): ** ||  ||
 * Empathy: ** ||  ||
 * Self-knowledge (Reflection): ** ||  ||
 * Self-knowledge (Reflection): ** ||  ||

W.H.E.R.E.T.O. Provide an example of each in the space provided ||
 * W ** ||||
 * How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from? ** ||
 * H ** ||||
 * How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks? ** ||
 * E ** ||||
 * What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]? ** ||
 * R ** ||||
 * How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance? ** ||
 * E ** ||||
 * How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals? ** ||
 * T ** ||||
 * How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? ** ||
 * O ** ||||
 * How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc] ** ||
 * G.R.A.S.P.S **
 * Provide an assessment of your project-based assessment in the space provided** ||
 * G ** ||
 * GOAL: What is the GOAL in the scenario? What is the task – overall? [develop a presentation, create a product, illustrate a process, perform a complex act] ** ||
 * R ** ||
 * ROLE: What is the ROLE you are to take? [expert, instructor, student, apprentice, worker, member of the public] ** ||
 * A ** ||
 * AUDIENCE: Who is your AUDIENCE? Who will evaluate your performance or product? [instructor, self, peers, experts, public] ** ||
 * S ** ||
 * SITUATION: What is your SITUATION? What is the context in which you will perform or produce? What is the need; the place; the requirement; where is it to happen; what are the environmental conditions, etc.? ** ||
 * P ** ||
 * PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair] ** ||
 * S ** ||
 * STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** ||
 * G.R.A.S.P.S **
 * Provide an assessment of your project-based assessment in the space provided** ||
 * G ** ||
 * GOAL: What is the GOAL in the scenario? What is the task – overall? [develop a presentation, create a product, illustrate a process, perform a complex act] ** ||
 * R ** ||
 * ROLE: What is the ROLE you are to take? [expert, instructor, student, apprentice, worker, member of the public] ** ||
 * A ** ||
 * AUDIENCE: Who is your AUDIENCE? Who will evaluate your performance or product? [instructor, self, peers, experts, public] ** ||
 * S ** ||
 * SITUATION: What is your SITUATION? What is the context in which you will perform or produce? What is the need; the place; the requirement; where is it to happen; what are the environmental conditions, etc.? ** ||
 * P ** ||
 * PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair] ** ||
 * S ** ||
 * STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** ||
 * S ** ||
 * SITUATION: What is your SITUATION? What is the context in which you will perform or produce? What is the need; the place; the requirement; where is it to happen; what are the environmental conditions, etc.? ** ||
 * P ** ||
 * PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair] ** ||
 * S ** ||
 * STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** ||
 * P ** ||
 * PERFORMANCE/PRODUCT/PROCESS: What is the PERFORMANCE CHALLENGE? What are you to do or create that will be judged as evidence of successful completion of the intended outcome? [a class presentation, a model, a poster, a term paper, a lab demonstration, troubleshooting & repair] ** ||
 * S ** ||
 * STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** ||
 * S ** ||
 * STANDARDS of PERFORMANCE: By what CRITERIA / STANDARDS / INDICATORS OF SUCCESS will the performance/product/process be judged? What expectations must it meet? What will be the indicators of success? [rubric, exemplars, key, checklist, rating scale, etc.] ** ||

 II. Below is the course description and the Assessment Rubric for Final Grade description of Advanced, Proficient, and Not Yet levels of performance. What do you believe is your level of performance? Give specific evidence for your answer.

The participant has insightfully, accurately, and fully researched and applied the principles of 21st Century pedagogy, the UbD backwards design process, and technology integration into their individual and collaborative project. These concepts were communicated clearly in an engaging manner in the final collaborative presentation and in the final individual project.
 * Assessment Rubric for Final Grade **
 * Advanced: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Pedagogical Best Practice Research: ** The participant formulated a compelling question and developed a plan for inquiry that fully detailed in an annotated bibliography the expert, print and on-line resources used to formulate research-based best practices to bring to a new or modified course or unit.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Understanding by Design: ** The participant carefully, thoroughly, and insightfully used the three stages of backwards design process to develop a high quality, standards based unit for students and used the stage four strategies to assess fully the quality of the unit and insightfully reflected on the process. The assessment task was highly relevant and provided the student choices, in which students applied many skills and content and used HOTS to accomplish the task.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Twenty-First Century Skills: ** The participant actively participated in a problem-based course and developed and implemented an original plan to bring these skills into their classroom.

**<span style="font-family: 'Cambria','serif'; font-size: 10pt;">Understanding by Design: **<span style="font-family: 'Cambria','serif'; font-size: 10pt;"> The participant adequately used the three stages of backwards design process to develop a good standards based unit for students and generally adequately used the stage four strategies to assess the quality of the unit and insightfully reflected on the process. The assessment task was relevant and provided the student some limited choices, in which students applied some skills and content and to a degree needed to use HOTS to accomplish the task. **<span style="font-family: 'Cambria','serif'; font-size: 10pt;">Twenty-First Century Skills: **<span style="font-family: 'Cambria','serif'; font-size: 10pt;"> The participant participated adequately in a problem-based course and developed and implemented a plan to bring these skills into their classroom.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Proficient: **<span style="font-family: 'Cambria','serif'; font-size: 10pt; font-weight: normal;">
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Major concepts: ** The participant has adequately researched and applied the principles of 21st Century pedagogy, the UbD backwards design process, and technology integration into their individual and collaborative project. These concepts were communicated adequately in the final collaborative presentation and in the final individual project.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Pedagogical Best Practice Research: ** The participant formulated a good question and developed a plan for inquiry that provided and documented to a degree the expert, print and on-line resources <span style="font-family: 'Cambria','serif'; font-size: 10pt;">used to formulate research-based best practices to bring to a new or modified course or unit.

**<span style="font-family: 'Cambria','serif'; font-size: 10pt;">Not Yet: **<span style="font-family: 'Cambria','serif'; font-size: 10pt;"> (Your work will be returned to you and you may improve it if you choose.) <span style="font-family: 'Cambria','serif'; font-size: 10pt;"> Some inaccuracies are present in the application of the principles of the course in the presentation, the final project, the UbD unit, the research, and/or in the 21st century skills. The work shows that the participant does do not clearly or totally understand all of the principles of the course. NOTE: The areas of concern will be described to the participant and only those areas will need to be changed to receive a Proficient or Advanced as a final grade when they meet the standards. <span style="font-family: 'Cambria','serif'; font-size: 10pt;"> <span style="font-family: 'Cambria','serif'; font-size: 10pt;"> <span style="font-family: 'Cambria','serif'; font-size: 10pt;"> III. Reflect on your individual and group participation. What have you gained? What was a surprise? What was challenging? What worked well? What did not work well?