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Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy PowerPoint PPT Presentation


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Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy Diana Fortier, Assistant Professor of Economics/Business and Outcomes Ambassador Dr. Stacey Randall, Outcomes Manager. History Question .

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Cross – Disciplinary Rubrics for Assessing Critical Thinking, Oral and Written Communication, and Visual Literacy

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Cross disciplinary rubrics for assessing critical thinking oral and written communication and visual literacy

Cross–Disciplinary Rubrics for Assessing Critical Thinking,

Oral and Written Communication, and Visual Literacy

Diana Fortier, Assistant Professor of Economics/Business and Outcomes Ambassador

Dr. Stacey Randall, Outcomes Manager


History question

History Question

“The third is freedom from want, which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world.”

What does the image below tell you about U.S. propaganda efforts at the beginning of World War II? How does it connect to President Roosevelt’s speech?


Beginning identifies visual and context cues

  • Image of a family at a

  • Thanksgiving or Sunday

  • Dinner

  • Comfort

  • American values

Beginning: Identifies visual and context cues


Developing describes and interprets the use of the visual and context cues

  • WWII propaganda

  • Protection

  • Personal responsibility

Developing: Describes and interprets the use of the visual and context cues


Proficient utilizes and applies visual and context cues

  • President Roosevelt’s Four

  • Freedoms speech to

  • Congress in January 1941

  • Image represents FDR

  • language

Proficient : Utilizes and applies visual and context cues


Exemplary analyze strengths and weaknesses of visual and context cues

  • Freedom from want, Freedom

  • from Fear, Freedom of Religion

  • and Freedom of Speech

  • Fails to reflect social and

  • economic issues

Exemplary: Analyze strengths and weaknesses of visual and context cues


Leadership

Leadership

Video of the Martin Luther King

“I have a dream” speech

http://www.youtube.com/watch?v=PbUtL_0vAJk

Question: How does the visual medium aid in illustrating King’s leadership skills?

Support with examples and evidence.


Leadership beginning identifies visual and context cues

LeadershipBeginning: Identifies visual and context cues

Visual

Watching the video allows one to see

Leader’s emotion

Reaction of followers to words and actions

Context

Stands behind the podium facing a large crowd

On a stage outdoors of the Washington Mall


Developing describes and interprets the use of the visual and context cues1

Developing: Describes and interprets the use of the visual and context cues

Visual

Delivery: Changes pace, volume; adds gestures; shifts weight; adds eye contact

Shows passion

Emphasizes significance, and importance of his vision

Context

King standing on stage, behind a podium

Portrays authority

Camera scans the audience at key phrases

“the time is now”: Large crowd

“emancipation proclamation”: Lincoln Memorial


Proficient utilizes and applies visual and context cues1

Proficient : Utilizes and applies visual and context cues

Visual

Audio/visual magnifies the impact of Kings’ words

Repetition of his words:

“I have a dream,” “Let the freedom ring’.

Context

The Washington Mall

Connects to and units followers with common beliefs, American ideals and values

King communicates an inspirational vision of principles

Lincoln Memorial

Equality for all/emancipation proclamation

Analogies, biblical and historical references

Gettysburg address/Hymns and Spirituals


Exemplary analyze strengths and weaknesses of visual and context cues1

Exemplary: Analyze strengths and weaknesses of visual and context cues

Visual and Context Strengths

Black and whites slow calm march on Washington

March of ‘dignity and discipline: King’s philosophy

nonviolence, ‘soul force’ not physical force

Freedom/rights for all of God’s children.

Scans of crowd and Washington Mall

unites and empowers with his words: American ideals and values

biblical and constitutional references: inspirational vision of principle


Exemplary continued

Exemplary Continued

Visual and Context Weaknesses

Standing behind the podium minimizes speaker’s presence

Scans of the crowd

detract from King’s words

allow for viewer/photography/videographer bias

do not connect to his words

Faces behind the speaker detract from speaker


Cross disciplinary rubrics for assessing critical thinking oral and written communication and visual literacy

Group Activity


Math sample assignment question

Math Sample Assignment Question

Graph the equation.

y=x+2


Beginning identifies print media incorrectly

Student is able to identify what a graph is; but either leaves it blank or draws a point.

Beginning: Identifies print media incorrectly


Developing partially performs task

Student understands to draw a line which represents the equation but incorrectly plots points and/or the slope. Student draws a random line or an incorrect shape to represent the equation.

Developing: Partially performs task


Proficient performs task reflecting understanding but not with mastery

Student’s work reflects understanding of task to represent equation and draws appropriate line and/or the slope, but makes minor error (i.e. shifting the line over), showing understanding but not mastery.

Proficient: Performs task reflecting understanding, but not with mastery


Exemplary expertly performs task

Student correctly graphs the line by employing one of the graphing techniques (i.e. graphing using a table, using the x and y-intercepts, or slope intercept form.) Student successfully interprets meaning of task and its implications.

Exemplary: Expertly performs task


Economics sample question

Economics Sample Question

Graphical analysis: How will a student

understand and interpret demand and

supply curves on a graph?


Beginning identifies print media incorrectly1

Students think it is an image of a runway, and that it has nothing to do with economic graphs.

Beginning: Identifies print media incorrectly


Developing partially performs task1

Student is able to recognize a market and interpret demand curves as down sloping, expressing an inverse relationship between two variables price and demand and that supply curves are up sloping expressing a positive relationship between two variables price and supply.

Developing: Partially performs task


Proficient performs task reflecting understanding but not with mastery1

Student is able to graph and label many variables such as pairs of demand and supply, curves shift, different equilibriums, different quantities and different prices.

Proficient: Performs task reflecting understanding, but not with mastery


Exemplary expertly performs task and learns to apply concept

Student is able to understand the shifts of the curves, the reason for the shifts and is able to analyze and explain individual shift factors of demand and supply that contribute to the shifts.

Exemplary: Expertly performs task and learns to apply concept


Questions comments

Questions/Comments?

Contact: The Outcomes Program (TOP)

e-mail: [email protected]

630-466-7900 ext. 2867


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