Rubric Elements

Based on Mapping Cognitive Science and Learning Approaches

Your group will develop this rubric that uses: Presentation, Practice, Production and
Posting, and Participation. In each area make a notation of what elements your group
would consider and or include in the creation of a lesson or training. You can distinguish
which one your group is focusing on; you do not need to comment on every section. Do all
of these elements need to be included in each training/assignment or lesson?

**This is meant to be an exercise, your group can give simple answers to each section and
make suggestions as to whether or not each element needs to be included. Base your
responses on what you have learned thus far about Brain Based Learning Considerations.

** Your group can offer an overview of what you thought about this rubric outline or what
suggestions to make it more complete and or concise for a particular assignment or series
of assignments.

**If what the cognitive scientists are saying is valid, then we as teachers and designers and
theorists should be informed by the findings of cognitive science. This draft is worked from
the brain-based motivation considerations and from Gredler, Schumann and the material
on how the neurons and glia operate.

Should
this be
Included?
Element of Motivation Y = Yes Comments
N= No
NA = Not
Applicable
? = Cannot
Determine
Presentation
Material is relevant to needs and Y Objectives are listed
goals Learning goals are listed
Learning materials align to
goals and objectives. Where
possible, remove parts of
content that may be
distracting or extraneous.

Material and/or Y Material may be presented

presentation/stimulus is novel in an interesting way. New
material gets the attention
of the learner without
leaving them behind.

Presentation approach is intrinsically Y
pleasant/interesting/stimulating
Wording, visuals, language is Y
manageable and useable to the Design Principles, especially
receiving group or individual
In terms of a theory, does the theory ?
provide/consider the above?
Practice
Opportunities are provided to Y
develop proficiency in application of opportunity to demonstrate
the skill, knowledge, ability or skills learned can show
concept
Practice activities are designed to Y
develop automaticity in responses important to develop
and execution
Repetition and/or spiraling is used to Y
develop automaticity
Disorienting dilemma (see
Mezirow) is used with care
and focus in terms of
intended results, so that
learning is ensured.
This includes Mayers
Multimedia, Personalization
and Voice Principles to
stimulate the learner as
well as put them at ease.
In keeping with Mayers Ten
coherence, signalling, and
segmenting.
Supporting theories may
vary in this area; if the main
theory connected to the
learning unit does not
consider these elements, a
secondary theory is used to
support Presentation
elements of wording,
visuals, content selection
and presentation style.
Giving learners the
whether or not the learner
has acquired the skills,
abilities, and concepts.
Repetition and practice are
automaticity. This can help
the student learn.
Repetition can help develop
automaticity. By giving
learners the opportunity to
practice and repeat what
they are learning they will
eventually turn what they
learn into a pattern that will
help them learn.
 Practice is relevant to needs and Y Practice has to be relevant
goals to needs and goals. Giving
the learner material that
has to do with the intended
needs and goals it is more
likely that the intended
goals will be met.
Learner can see that Y Giving positive feedback to
skill/competency acquisition is learners will help them see
taking place that they are learning the
skill and giving them
positive feedback will also
motivate them .
Practice requirements are within or Y Practice needs to be within
slightly above learners competency the learner's competency
level level. Having the learner do
work that is way above
competency level can
demotivate them. Once they
have acquired practice
within their competency
level, it is until then that
they could do work above
competency level.
Learner is able to perform practice Y Lesson plans need to be
requirements. Practice is designed to created. Activities need to
lead to correct response. Practice be created that will meet
does not reinforce incorrect habits the students needs.
Practice, while not necessarily Y Providing feedback to
pleasant, is generating the feel of learners especially if it is
accomplishment, which is pleasant positive will motivate
learners to take on other
tasks, as they will feel
accomplished with the tasks
they have successfully
completed this far.
In terms of a theory, does the theory Y Supporting theories may
provide for practice? vary in this area; if the main
theory connected to the
learning unit does not
consider this element, a
secondary theory is used to
support practice.

Production and Posting

 What is produced is informed and ? - change Through practice, students
scaffolded by practicemay even be to Y should be able to produce
concurrent visible evidence of lesson
comprehension. Scaffolding
would occur if the student
was challenging themselves
or working with others to
achieve beyond their usual
standard.
Opportunity is provided to apply the Y Students need to be able to
skill, knowledge/ability or concept produce what is being
being learned learned. If not, they will not
fully grasp the theory and
likely forget the information
shortly after learning it.
Production reinforces practice Y Practice occurs so that a
activities student can produce the
intended skill or knowledge
on their own and use it as
they continue learning
Production is posted or provided to Y This is especially helpful
group for peer view and learning when learning in a virtual
environment to receive
feedback from peers that
will allow scaffolding to
continue until the desire
knowledge is attained
In terms of theory, does the theory ? - change Assessment of learning is a
cover or require production or to Y necessary part of the
evidence of skill, knowledge, ability process. The ability to apply
or concept acquisition? the skill learned would be
the ultimate goal of any
lesson.

Participation/Collaboration
There is opportunity for synchronous Y Holding synchronous or
or asynchronous review of posted asynchronous meetings to
products review assignments and
projects provide learning
and engagement
opportunities, it allows to
see other people's
perspectives and enables
them to share their own
ideas whether or not they
 have already been
presented on the class.

Teacher and peer feedback promotes Y This type of feedback is

a Community of enriching and allows
Practice/Wisdom/Knowledge student to grow
academically. It helps
students to recognize when
they are on the right track
and enables them to find
wisdom beyond what has
been presented on the class,
this may include personal
experiences or knowledge
from external sources.
Teacher and cohort are able to see Y Some people prefer
who and how are contributing to anonymity while others
knowledge sharing believe it helps to build
rapport. We think it is
important for collaboration
to have insight into who is
contributing.
Variation in task readiness and ability Y Individuals coming from
to contribute is dealt with by group different backgrounds will
effort to meet goals definitely have different
skills levels, the flexibility in
group task requirements
will allow for them to use
their skills at the right time
and leverage their
knowledge according to
their skills.
Virtual opportunities to meet and Y Virtual meeting
collaborate are provided for if face to opportunities are important
face meetings are not feasible to allow interactive
engagement and foster
participative learning.
In terms of theory, does the theory Y Collaboration is important
provide for collaboration? considering that we are
social beings and depend on
social interaction to form
the bases of our behavior
and cognition.