Course Element
Pedagogical Practices
Instructional Design/Activities
StudentReady
Student-Ready With Modification
Not Student-Ready
Instructional design facilitates active or student-centered learning. Students are or can be given opportunities for practice, reflection, and engagement with the course content. Site has a presence of innovative approaches to delivering content. Pedagogy is focused both on content and the learning process. Teaching practices allow for experiential applications from students’ lives. Teaching strategies are congruent with learning objectives.
Instructional design facilitates limited active or studentcentered learning. Students are or can be given modest to moderate opportunities for practice, reflection, and engagement with the course content. Site has a limited presence of innovative approaches to delivering content. Pedagogy is focused more on content than on the learning process. Teaching practices allow for a modest amount of experiential applications from students’ lives. Teaching strategies are mostly congruent with learning objectives, but limited in variety.
Instructional design does not facilitate active or student-centered learning. Students are given few to no opportunities for practice, reflection, and engagement with the course content. Site is absent of innovative approaches to delivering content. Pedagogy focus is unclear. Teaching practices do not allow for experiential applications from students’ lives. Teaching strategies are not particularly congruent with learning objectives.
Comments
©Barbara J. Keinath, Ph.D. and Lesley Blicker, M.M.A, Metropolitan State University, Minneapolis, Minnesota, 2003. Rubric can be accessed at: http://www.metrostate.edu/col/rubric_2.pdf. Revised 11.10.03
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