TLED 408: Discussion Web Assignment

Assignment Description: As we continue to explore how to help our future students with reading and writing in our disciplines, we will continue to develop different components of the learning cycle.  For this assignment you will focus on the reflecting on learningpart of the learning cycle by developingan activity around a discussion webthat can be used in your content area. This will differ from previous assignments since I am providing you with the strategy you will use, and you will create a student example of a completed discussion web. You will create this yourself. Please do not use anyone else’s work.

Assignment Directions:This assignment has 3 parts.

1. Using Microsoft Word, or another technology of your choice (Canva, Creately, and Visme are good ones!), create a discussion web that can be used for reflection after your student have learned about the essential topic you’ve chosen.
2. After you’ve created the blank Discussion Web, then switch gears and make a best student example of what you’d expect from your students.
3. Next, provide a brief overview of the discussion web using the following headings:
   1. Grade Level and Content Area: Provide the grade level and content area.
   1. Standards/Learning Objectives: Choose a big question or essential question/knowledge from your discipline.This should be the same essential topic you will use all semester.
   1. Description and Rationale: Describe what the discussion web is asking students to do. Explain why this strategy is appropriate for you discipline and learners.
   1. Instructional Steps and Differentiation: Outline the activity by identifying the specific instructional steps.  All steps for the entire activity should be listed, and there should be a gradual release of responsibility (I do, we do, you do).  Note how you may differentiate the activity for diverse learners.
   1. Impact on Instructional Decisions: Clearly discuss how you will use the information learned from the activity to guide your instructional decisions throughout the learning cycle.

Project Rubric:

Criteria	Exemplary (3 pts.)	Proficient (2 pts.)	Novice (1 pt.)
Essential Topic/ Question/Knowledge	The essential topic/question or knowledge is clearly defined and appropriately aligned with the grade level curriculum.	The essential topic/question or knowledge is partially defined and appropriately aligned with the grade level curriculum.	The essential topic/question or knowledge is not defined and appropriately aligned with the grade level curriculum.
Description and Rationale	The discussion web is clearly identified and is appropriate for the discipline.  Clear connections are made between the activity and the benefit(s) for students.	The discussion web is identified and is appropriate for the discipline.  Some connections are made between the activity and the benefit(s) for students.	The activity is not clearlyidentified or it is not a discussion web.   Connections between the activity and the benefit(s) for students are minimal and/or not clearly understood.
Discussion Web Creation &Student Sample Discussion Web	The discussion web is created. A completed “best” sample is provided. The sample is appropriate for the activity, grade level, and discipline.	A web and sampleis provided. The sample may be appropriate for the activity, grade level, and discipline. The sample may be incomplete or not reflective of a best student’s work.	No web or sample is provided or the sample may be missing or inappropriate.
Instructional Steps and Differentiation	All instructional steps are outlined and easy to follow.  There is a clear beginning, middle, and end to the activity.  There is a gradual release of responsibility (I do, we do, you do). Differentiation is thoughtful and appropriate for diverse learning needs and takes place throughout the activity.	Some instructional steps are outlined.  There is a beginning, middle, and end to the activity.  There is some gradual release of responsibility (I do, we do, you do). Differentiation is thoughtful and appropriate for diverse learning needs and takes place in at least one part of the activity.	All instructional steps are difficult to follow and lack a clear beginning, middle, and end to the activity.  Gradual release of responsibility is not taken into account. Differentiation is not considered or is not appropriate.
Impact on Instruction Decisions	The student clearly explains how the information learned from the activity will be used to guide instructional decisions throughout the learning cycle.	The student explains how the information learned from the activity will be used to guide instructional decisions through parts of the learning cycle.	There is no consideration for how the information learned from the activity will guide instructional decisions.