INSTRUCTIONAL DESIGN

ALL RUBRICS

Assignment Points Maximum

received points
Transfer goal 2.00
Breakdown of A & B 1.25
Commitment in C 1.00
Performance Task 2.00
Knowledge and Skills 0.25
Essential Questions 0.25
Formative Assessments 1.00
5 Day Lesson 2.25
TOTAL 10.00

TRANSFER GOAL (TG)

Write a transfer goal for your unit. (2.0 points) Use the Guilott Design Process Worksheet.
Remember to use the standards and identify which standards your unit will be addressing.

1. Does it include the content you will be teaching?

2. Does it aim at transfer, what students will use be able to use in a different context outside
the classroom in a real world setting?
3. Is it doable during the time period allowed?
4. Is it measureable? How will you know students are able to do it?
5. Is it broader than a lesson objective?
6. Is it expandable? Will you or someone else be able to take the learning to a higher level?

Re-do Satisfactory 2.0

Content Content is vague or too
(What you will teach general to visualize outcome.
during the unit.)
Outcome/result Focus on simple right-answer
(Performance—what outcomes. Not clearly
will they be able to do focused on standards or
as a result of the transfer.
teaching?) Outcome is not supported by
content taught and is
unreasonable in the time
allowed. Outcome is more
like a lesson objective.
Content to be learned is clear
and specific to students and
follows the standards.
Outcome will be non-scripted,
autonomous, and provide
evidence of meeting the
standards. (i.e. evidence of
transfer)
Outcome is doable in time
allowed. Outcome is measurable
and broader than a lesson
objective.
 INSTRUCTIONAL DESIGN

Breakdown of the transfer goal (Columns A & B): 1.25 points

Use the Guilott Design Process Worksheet to breakdown the Transfer Goal for your unit (what
you will see and hear if you the students are able to transfer and what you will see and hear if
they are not yet able to transfer). Remember to identify the standards you are addressing.

Developing Sufficient Above Average

0.625
Column A Verbs
Few of the verbs denote
meaning making and transfer
and barely identify what you
would see and hear if your
students are able to transfer.
Column B Verbs
Few of the verbs describe what
you will see and hear if the
students are unable to transfer
or are just state the opposite of
Column A.
0 .94
Column A Verbs
Some of the verbs denote
meaning making and transfer
and somewhat identify what
you would see and hear if your
students are able to transfer.
Column B Verbs
Some of the verbs describe
what you will see and hear if
the students are unable to
transfer or just state the
opposite of Column A.
1.25 point
Column A Verbs
The verbs denote meaning
making and transfer and
clearly identify what you
would see and hear if your
students are able to
transfer.
Column B Verbs
The verbs describe what you
will see and hear if the
students are unable to
transfer.

A and B Content A and B Content Nothing is content.

Most is content. Very little is
what students will do with the
content. Student actions
identified do not reflect the
transfer goal.
Some is content and some is
what students will do with the
content they learn. Student
actions identified somewhat
reflect the transfer goal.
Everything is about what
students will do with the
content they learn. Student
actions identified clearly
reflect the transfer goal.
INSTRUCTIONAL DESIGN

Column C of the breakdown of the transfer goal – Teacher Commitments

(1.00)

What will you commit to doing in your instructional design? Submit your assignment on the Guilott
Design Process Worksheet. This column should new ideas for your innovation based on learning
from this course and other courses in the maestria as well as things you already do to help students
learn. Your commitments should clearly connect to your transfer goal and not just represent business
as usual.

Developing Sufficient Above average

0.25 0.38 0.50
Teacher Clearly identifies 3 new Clearly identifies 4 new Clearly identifies 5 new
actions actions to ensure actions to ensure actions to ensure
(commitments) students reach Column A students reach Column students reach Column
to assure and 2 new actions to A and 2 new actions to A and 4 new actions to
Column A and minimize minimize minimize
minimize misunderstandings or misunderstandings or misunderstandings or
Column B problems identified in problems in Column B. problems in Column B.
Column B.

Meaning Few verbs show Some verbs show All verbs show
making and movement towards movement towards movement towards
transfer Verbs meaning making and meaning making and meaning making and
in the transfer. transfer. transfer.
commitments
INSTRUCTIONAL DESIGN

Summative Assessment GRASPS 2 points

Write a performance task for your unit. Continue using the Guilott Design Process Worksheet
to design a performance task for your unit.

Developing Sufficient Above Average

.5 .75 1 point
The assessment The assessment The assessment The assessment
used the uses all 6 uses all 6 is clear. The
GRASPS components, components intent of the
template ad but the intent and the intent transfer goal is
addresses the of the transfer of the transfer evident. Each
intent of the goal is barely goal is evident of the 6
transfer goal evident and the but is not clear components of
assessment is on one the GRASPS
not clear on component of template is
two of the the GRASPS thoughtfully
GRASPS template. developed.
components
Criteria present At least 3 of the At least 4 of the At least 5 of the
in the following 7 following 7 following 7
assessment criteria are criteria are criteria are
present present present

The assessment must be authentic,

a. The project calls for the application of knowledge and skills.
b. The assessment is open-ended.
c. The assessment will yield more than one answer.
d. The task is either a replica or analogous to the kind of problems faced by adult citizens
and consumers or professionals in the field.
e. The project provides evidence of understanding via transfer.
f. The project is multi-faceted.
g. The project offers choice for the student.
INSTRUCTIONAL DESIGN

Knowledge and Skills Necessary (.25 points)

What knowledge and skills will students need to be successful in the unit you designed?
Submit your assignment on the Guilott Design Process Worksheet.

Developing Sufficient Above Average

.07
What students should know
is not clearly spelled out as
it relates to the Transfer
Goal and the Summative
Assessment.
.09 .125 point
What students should What students should know
know is barely spelled (Declarative Knowledge) is
out as it relates to the clearly spelled out as it
Transfer Goal and the relates to the Transfer Goal
Summative Assessment. and the summative
assessment.

What the student should be
able to do (procedural
knowledge) is not spelled
out to match the
expectations of the transfer
goal and the summative
assessment.
What the student What the student should be
should be able to do able to do (procedural
(procedural knowledge) knowledge) is spelled out in
is barely spelled out to detail to match the
match the expectations expectations of the transfer
of the transfer goal and goal and the summative
the summative assessment.
assessment.

ESSENTIAL QUESTIONS (.25 points)

Write 2 essential questions for your unit. Submit your assignment on the Guilott Design
Process Worksheet.

Not an essential question An essential question

.075 .083
Essential Question Essential Question
1. Expects a right answer 1. Has no simple “right answer” that can just be looked
2. Can be Googled up
3. Narrow in focus 2. Is meant to be investigated, argued, looked at from
4. Limited to the classroom different points of view (and not typically answered
experience with finality)
3. Raises other important questions
4. Naturally arises in everyday life

1. Can only be asked once for a 1. Constantly and appropriately recurs

correct answer
2. Intended to spark an answer
that can be memorized
3. Is not connected to past
learning
2. Can usefully be asked and re-asked over time
3. Sparks connections with prior learning and personal
experiences
4. Provokes deep thought
INSTRUCTIONAL DESIGN
Formative assessment (Facets of Understanding) – 1 point
Write a formative assessment using the Facets of Understanding. Use the Guilott Design
Process Worksheet to submit your assignment.
Formative Assessment 1 point
Not yet
.17
Formative Seldom as a learning
assessment use component during
in the instruction to determine
classroom progress toward the goal
The Facets of Developed an
Understanding appropriate formative
moment for the content
and goal using 2 or less of
the Facets of
Understanding
Data gathering Does not allow for data
gathering that can help to
monitor and adjust
instructional flow
Sufficient Above Average
.233 .333
Sometimes used as a Frequently used as a
learning component learning component
during instruction to during instruction to
determine progress determine progress
toward the goal toward the goal
Developed an Developed an appropriate
appropriate formative formative moment for the
moment for the content content and goal using all
and goal using 4 or less the Facets of
of the Facets of Understanding
Understanding
Allows for limited data Allows for data gathering
gathering that can help that can help to monitor
to monitor and adjust and adjust instructional
instructional flow flow
INSTRUCTIONAL DESIGN

8th Graded Assignment - Daily Lesson Checklist (2.25 points)

100% = 20 items clearly evident (2.25 points)

90% =18 items evident (2.025 points)

80% =16 items evident (1.8 points)

75% =15 items evident (1.6 points)

Below 75% evident: NOT acceptable

1. ____Lesson relates back to submitted transfer goal

2. ____The lesson relates back to the submitted breakdown of the transfer goal
3. _____The lesson refers back to submitted commitments to what you will do
differently based on what you will see and hear if the students are able to
transfer.
4. _____The lesson includes the submitted performance summative assessment
at the end of 2 weeks or longer.
5. _____The lesson is carefully organized to make sure that students learn the
knowledge and skills necessary to succeed on the transfer task at a minimum.
6. _____The submitted essential questions guide the unit and signal further
inquiry to the students
7. _____The submitted formative assessments ensure that students are moving
along as expected, giving the instructor necessary information to monitor and
adjust.
8. _____All learning activities are tagged as acquisition, meaning making or
transfer.
9. _____Release of responsibility that gets students to transfer is evident.
10. _____Lesson hooks are easy to find.
11. _____The lesson is designed so that students can tell other adults what they
are learning.
12. _____The lesson begins with a meaning making or transfer activity; not with
acquisition.
13. _____The majority of learning activities are meaning making or transfer.
14. _____The learning is clearly connected to what students already know.
15. _____The design exhibits a gradual release of responsibility.
16. _____If asked, students should be able to tell an outside observer what they
are learning and how they will know when they have learned it.
17. _____The learning tasks/activities are engaging so that students persist and
effective so that learning sticks and the intention for the task is clear.
18. _____The learning tasks promote authentic learning.
19. _____The lesson uses the essential questions and the transfer goal as a frame
of reference.
20. _____The lesson reflects the commitments made that would address would
you would see and hear and what you would not see and hear.