Are you utilizing schoology rubrics?

Do you use Schoology Resources?

Save your Course to Resources after the End of the Year

For organizational purposes, create a collection first.

Then go to your course and follow the directions below. It will take a bit of time to completely save. Additional Schoology directions.

How to Import Your Course from Resources (returning teachers)

Open your course. Choose materials and then Import from Resources. Locate the folder with your course you saved in May. OPEN the folder and then Click the text box by Title to import everything.

Thanks to the English department for the inspiration for the writing PLC rubrics.

Thanks to the Science department for the inspiration for the CER rubric.

In some of the rubrics you will also see some of our ISTE Tech standards included. (See below.)

You will need to educate your students to look at the feedback. Making feedback a question that they must answer is a great way to engage and continue learning. In one of our PD's this semester, the English department shared a wonderful list of questions to use. Here is that link. There is also a link to it in the resources folder . Many of these questions will work or can be adapted for any class assignment.

Here is a reminder of the ISTE standards we all use now more than ever.

ISTE Standards for Students

1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:

a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

b. build networks and customize their learning environments in ways that support the learning process.

c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

d. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:

a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

d. manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

3. Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:

a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

c. curate information from digital sources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

d. build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:

a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

c. develop, test and refine prototypes as part of a cyclical design process.

d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:

a. formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

c. break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

d. understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations

c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

d. publish or present content that customizes the message and medium for their intended audiences.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:

a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

d. explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Lipscomb Academy Specific Standard

Intentional Christian

Students exhibit Christ-like attitudes and behaviors in communication, interaction, and media consumption using technology. Students:

a. Demonstrate positive uses of technology to encourage and to show Christ to others. Hebrews 10:25 ...let us encourage one another1 Thessalonians 5:11 Therefore encourage one another and build each other up

b. Understand that media choices affect our relationship with Christ and with othersPsalm 101:3 I will not put anything wicked in front of my eyes.Philippians 4:8 Finally, brothers, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable--if anything is excellent or praiseworthy--think about such things.

c. Recognize and describe the effects of using social media. Matthew 7:12 So in everything, do to others what you would have them do to you. Ephesians 4:29 Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.

d. Apply positive use of technology, upholding Lipscomb Academy’s biblically-based ethical guidelines and legal guidelines. Proverbs 10:9 Whoever walks in integrity walks securely, but whoever takes crooked paths will be found out. 1 Corinthians 10:31 So whether you eat or drink or whatever you do, do it all for the glory of God.

Adopted Fall 2016