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Project Overview, process, and evaluation rubric

Page history last edited by Jann 11 years, 4 months ago



Rationale: Innovative teachers shift between the roles of teacher, learner, group member, contributor, and mentor as needed in the common pursuit of professional development and school improvement. This is especially relevant to the adoption of new technology tools. This assignment will be very dependent upon collaboration, promises to acquaint you with new and evolving technologies, and will help you better understand how technology can be integrated to improve student learning. The archived knowledge from all groups will be housed in a class wiki, which will no doubt contribute to your growing collection of teaching materials.

Purpose of Assignment:

•    To acquire a range of understanding about a variety of innovative technologies

•    To collaboratively learn “inside-out” one innovative technology and its possible classroom applications

•    To practice designing and delivering instruction

•    To collect usable resources for future class assignments and possible use as a teacher


Evaluation Rubric



 This assignment addresses these standards:


1.1, 1.4, 1.7

3.4, 3.5, 3.6, 3.10, 3.11




1a, 1b, 1d

2a, 2b




You will partner with other students (as assigned by your instructor) to become an expert in one innovative technology, then design a 30 minute group demonstration for your classmates. This demonstration should be hands-on if at all possible. Approximately one innovation topic will be presented per week. Your instructor will coordinate presentation dates.

Here is an example of how one very impactful presentation took place. 


Collaborative Requirement:

Each group member will receive an individual grade based on the content of the rubric.   EQUAL contribution is expected of all group members during the planning process and the presentation. It is expected that the group will make frequent communication a priority to minimize misunderstandings.  Minor hiccups in group functions are expected, as with any social endeavor; but should persistent problems inhibit performance, professionalism is expected. If you have attempted, but cannot handle problems within the group, please be proactive and ask for instructor assistance.  In most cases, if it is not too late, I can mediate, and will be happy to do so.  Any students with unprofessional behavior will be handled appropriately. This includes any student who overcompensates as well as any student who does not follow through with their commitments.


It is expected that all students will become experts in the assigned innovation.


Steps Leading to your Mini Teach Presentation:

  1. Your instructor will assign groups, presentation topics, and presentation dates based on student experience and interest.
  2. Complete a Group Contract. The contract must be consensus of all group members and be approved by your instructor.
  3. Group Preparation:
    • BACKGROUND KNOWLEDGE: Discuss with your partner: What do we know about our topic?
    • NEW KNOWLEDGE: Learn more about the innovation and prepare or refine your wiki page for use by other students. Be sure to follow the criteria listed in the evaluation rubric to assure the information will be useful to your classmates, even after the end of the semester.
    • ACCESS: Make arrangements for access to any special equipment or software downloads needed on the day of your presentation. This should be accomplished one week prior to the innovation.
    • ALL IS WELL: Have a “touch bases” conversation with your instructor one week prior to your innovation. This can take place after class and is expected to be very brief.
    • POLISH: Practice your presentation paying attention to staying within the time limit. Everyone should have the skills to present as an expert. All group members should be able to demonstrate proficiency with all components of the assigned innovation.

      NO PowerPoint is required for your presentation, unless having one will support your purpose.

      No handouts. Save paper. Publish to this wiki instead.

      Do not read to the audience from the wiki. Use good presentation skills: eye contact, interaction, visuals, etc.

  4. Facilitate your Innovation Mini-Teach on your assigned date. Come to class early to set up. Be ready to start promptly at the beginning of class. 


  1. Each individual team member will need to complete their own evaluation rubric explaining their commitment to the preparation process, the wiki content, and the presentation. Email your completed rubric to your instructor within one week of your presentation. Late rubrics will receive 10% point deduction.

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