Select group roles (Facilitator, Materials Person, Time Keeper)

NOTE: This group activity will introduce you to the workshop task and rubric as the tools which will guide your learning journey as Tech Leaders this spring. The intent of the activity is to immerse you in the experience of using an analytic rubric to drive your learning, as a formative assessment tool. You will get started on the learning activities needed to achieve the Practitioner column of the rubric later this afternoon.

Directions: (Read completely before starting)

1. The Materials Person should retrieve from the Resource Table enough copies of the task and rubric for each person in the group.

2. Group members should read through the Task individually.  The Time Keeper should allot 5 minutes for this step and notify the group when time is up.

3. Beginning with the Facilitator and moving clockwise around the group, respond to the Workshop Task.  In a minute or less, each person should share either something they are excited about or a question that came to mind.

4. Next, group members should read through the Workshop Rubric individually, focusing on the Practitioner column.  The Workshop Rubric outlines the learning goals spanning the 7 workshop sessions.  Each person should note any unfamiliar vocabulary, questions that come to mind, and goals that are of high interest to them personally.  The Time Keeper should allot 10 minutes for this step and notify the group when time is up.

5. Once again, begin with the Facilitator and move clockwise around the group, responding to the Workshop Rubric.  Each person should share several of the learning goals from the Workshop Rubric that stood out to them, and why.  Each person should take no more than 2 minutes to share.  At this point in the process, please refrain from discussing each person’s comments.  Hold yourselves accountable to adhere to the time limit per person to ensure that everyone has the opportunity to voice their thoughts.

6. When you are finished, use any additional time you have to write a journal reflection on the task and rubric that will guide your work over the next several weeks.  Consider these possible questions for your response:

• How will using the rubric support your own learning and growth in this workshop?

• What would be most beneficial to a HS student in having a rubric structured like this one to guide their learning? What benefits would a rubric like this have for the colleagues you will train?

• As you read the rubric, which components were you able to mentally “check off” and which did you identify as next steps?  How might this knowledge guide your own learning? What implications will this experience have for the training your colleagues?