Free Secrets for Secondary School Teachers by Ellen Kottler, Jeffrey A. Kottler, Cary J. Kottler Page B

drawings
Editorial
Fashion show
Games
Historical portrayal of person or event
Interview
Journal entry
K-W-L Chart
Letter, learning log
Maps, mobiles, models, movie, museum
Newscast
Obituary
Photographic essay, play, poem, political cartoon, poster
Questionnaire and results analysis, quilt
Role play
Simulation, slide show, song, speech, storyboard
Television program, think-aloud
Unit summary with illustrations
Video documentary, virtual field trip
Web site, word wall
Xylograph-wood engraving or other artistic rendering
Yearbook or similar type documentary
Z to A or A to Z alphabet-type presentation
    Rubrics
    Checklists, rating scales, or rubrics facilitate the evaluation process. By using rubrics or scoring guides with writing assignments, you identify the characteristics of a project or performance that will be graded and how the grade will be determined. Both students and parents appreciate such detailed information. The mystery is taken out of grading as it becomes more objective. Students can be involved in creating the rubrics and can self-evaluate their work based on what has been developed. Scoring can be holistic or analytic. You will also find that rubrics enable you to grade student work more quickly. In both types of rubrics, you would include the skills and knowledge pertinent to the unit.
    Holistic Scoring
    A holistic rubric gives an overall picture by grouping together the characteristics being evaluated. A continuum of proficiency is developed from high to low and a point value assigned to each category. Figure 6.2 is a general example of a holistic scoring guide. A score is given according to the category that best matches the quality of the work. With such a guide, students know exactly what is expected. Teachers can quickly give feedback to the students, but it tends to be general rather than specific in nature.
    Analytic Scoring
    Analytic scoring gives points for specific criteria. (See Figure 6.3 .) It therefore gives more detailed feedback to the students. The criteria may or may not be grouped in categories. Points are totaled for a grade.
    Introductory Activity
    After your goals, essential questions, objectives, and assessments have been determined, you are ready to plan the lesson. Whether you have a traditional 45- to 55-minute period, or a block session that is longer, you will want to start with an introductory activity that is engaging and motivating. Effective introductions link to prior knowledge and stimulate the senses. You can use art, music, video, poetry, quotes, present an interesting question, or perform a brief demonstration. Movement is also important since children, much more than adults, get impatient with sitting still.
Figure 6.2    General Example of Holistic Scoring Guide
     

    There are 3 points possible using this rubric. Additional criteria can be added to each level as desired.
Figure 6.3    General Example of Analytic Scoring Guide
     

    There are 9 points possible using this guide. Other criteria to consider include organization, use of references, creativity, presentation, and neatness.
    When I (Jeffrey) was teaching a lesson with Bushman children in Namibia, I quickly learned that anything we did together had to take place within a context of movement, whether that involved pantomime, dance, or exercise. My first thought was that in this so-called primitive culture, the children had never learned the skills of what it takes to be successful students. Then I realized that in our culture, we have actually unlearned the skills of what it takes to have fun while learning. The whole idea of learning by sitting motionless in seats while being talked to is antithetical to everything we know and understand about how learning takes places. The more active we can structure our lessons, the more likely that students will remain truly engaged.
    Above all else, the introductory activity should be designed to capture student attention and set the stage for the day’s lessons. This