Rubric+for+Day+6


 * || ===Excels=== || ===Meets all Requirements=== || ===Revise=== ||
 * ==BIG IDEA== || Numerous opportunities are provided to allow students to demonstrate an understanding of the Big Idea, including the option for students to define their own opportunities. || Numerous opportunities are provided to allow students to demonstrate an understanding of the Big Idea but they are spelled out by the teacher. || Limited opportunities are provided to allow students to demonstrate an understanding of the Big Idea. ||
 * ==ORGANIZATION== || Contains instructions that are perfectly clear and consistent for students throughout the entire plan. Has a logical sequence or progression throughout the plan that students can follow. Has an appropriate and easy-to-follow format for students. Contains a highly effective lead and conclusion for students. || Contains adequate instructions for students. Has a mostly logical sequence or progression that students can follow. Has an adequate format that is relatively easy for the students to follow. Contains an adequate lead and conclusion for students. || Contains unclear or no instructions for students. Does not have a logical sequence or progression that students can follow. Has a format that is cumbersome and confusing to students. Lacks a lead and conclusion for students. ||
 * ==TECHNOLOGY TOOLS== || Students select appropriate tools to complete the project requirements, because there is a deep understanding of the function of the available technology. Students, as self-directed learners, transfer the knowledge to other appropriate situations. || Technology supports higher order thinking and learning on many levels. The technology in the lesson engages students to become self-directed learners even after the project is complete. Technology becomes the catalyst for propelling students to engage in subsequent learning. || Technology is sometimes used to enhance higher order thinking and learning. Technology minimally supports the goals of the lesson. Students command a basic level of technology for the lesson. ||
 * ==STUDENT ASSESSMENTS== || Teacher provides clear and concise method of evaluating students' skills/knowledge in relation to the big idea. Uses multiple forms of formative/informative assessment to let students demonstrate their understanding in various ways. || Teacher provides method of evaluating students' skills/knowledge in relation to the big idea. Uses one form of formative/informative assessment to let students demonstrate their understanding in various ways. || Teacher provides no method of evaluating students' skills/knowledge in relation to the big idea. Uses no forms of formative/informative assessment to let students demonstrate their understanding in various ways. ||
 * ==COLLABORATION== || Teacher provides and encourages ways for students to use their strengths to help others and ask self-directed questions to classmates and others outside of the classroom including experts in the field. || Teacher provides opportunities for students to help each other and explicit resources to seek information beyond the classroom. || Teacher does not provide opportunities for students to help each other or keeps all collaboration within the classroom. ||
 * ==LEARNING OPPORTUNITIES== || Teacher creates an environment and provides resources that scaffold students to get to the Big Idea. Teacher introduces concepts and tools in a just-in-time manner to move learning forward. || Environment and resources are explicit but provide access and opportunities for different learning styles and levels. || Environment and resources are limited and proscribe the path for learning. ||