This week the focus was on Common Instructional Values. We reviewed the various components of our eCollege course such as the survey, the blog, etc. and determine how these components match up with common instructional values.
Unfortunately I don't understand the CIV's. To me, they are still too nebulous. How do I make something concrete to match these CIV's?
For example: Learner Centered instruction is personal and motivating. As educators we are supposd to guide the learning, support the students as they take ownership. And the Learning environments include flexible physical structures, tools and rubrics. So I'm supposed to do . . . .?? What?? What does that mean? I don't even know what a rubric is. What is a flexible physical structure?
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Some great questions. I often turn to google for answers. For instance, when I google rubrics, the first hit is rubistar which has a link for "what is a rubric?"
It states:
" What is a Rubric?
Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.'" So a rubric for a multimedia project will list the things the student must have included to receive a certain score or rating. Rubrics help the student figure out how their project will be evaluated. Goodrich quotes a student who said he didn't much care for rubrics because "if you get something wrong, your teacher can prove you knew what you were supposed to do."
Generally rubrics specify the level of performance expected for several levels of quality. These levels of quality may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) which are then added up to form a total score which then is associated with a grade (e.g., A, B, C, etc).
Many rubrics also specify the level of assistance (e.g., Independently, With Minimal Adult Help; With Extensive Adult Help) for each quality rating.
Rubrics can help students and teachers define "quality". Rubrics can also help students judge and revise their own work before handing in their assignments."
I can see how the long list of CIVs can be overwhelming. It might be easier to focus on one or two of them and then ask yourself,
How could I design instruction / training to incorporate these values...
Patrick
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