In this lesson, students will use the assessment criteria of the Unit Accomplishments to examine their own museum exhibit and an online exhibit of their choice. They can review the Unit Accomplishments in Lesson 3, Task 1.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- You have already shared the exhibits you will use in this lesson with your students, but make sure students have access to all the exhibits they have worked with so far in this unit.
- Choose which exhibit you wish to model the use of the rubric with and decide which aspects you'll model. Choose how you will score each criterion—for example, you might score each one on a scale of 1 to 5, and then add up the total points.
- Decide what feedback you can give students in a timely enough fashion for them to integrate it before the exhibits are due.
Exhibit Scoring Criteria
- Depending on what you assigned, collect or review students' new artifacts and placards or their revised versions.
- Explain how you will score each of the categories. Let students know if you will be weighting any criteria more heavily than others.
- Model the use of the scoring criteria as deeply as you think will be helpful for your students. Here are some examples you can use:
- ✓ The Viking Voyage exhibit might receive a medium-high score for Storytelling because while it has a clear beginning and middle, and a clear script, it doesn't necessarily have an end that leaves the reader thinking.
- ✓ The Viking Voyage exhibit might receive a very high score for Audience Perspective, since it is very, accessible without being easy. It carefully anticipates what the audience might be interested in before presenting new information.
- SWD: If it's helpful for your students, you can use multiple means of representing the scoring criteria (visual presentation of text, TTS, visual supports, and so on).
- ELL: Sometimes assessment criteria can contain language that is hard for non-native speakers to understand. Go through it and define and explain terms before asking the students to assess their own groups' exhibit.
- If you think it would be helpful, you can continue to model the process all the way through the Viking Voyage exhibit and let students argue different scores and reasons for each item. Or, you can send them to the next activity, which asks them to engage in that process in their museum exhibit groups.
Listen as your teacher explains how the criteria below will be used to score your museum exhibits.
- Theme. Has a clear theme that communicates a strong point of view.
- Storytelling . Consists of a beginning that introduces the purpose clearly, a middle with interesting information and perspectives, and an end that leaves the audience thinking. Placards make an engaging script that moves cohesively from artifact to artifact. The story is told in a professional tone that integrates the voices of the team.
- Artifacts . Has one or more interesting artifacts that act as hooks to draw in an audience. The hook artifacts provide a clear connection to the main ideas of the exhibit and to other artifacts.
- Interactivity . Draws in the audience by responding to their actions and asking for their participation.
- Culture . Captures a specific culture and communicates it clearly. Contains artifacts worth preserving.
- Audience Perspective . Expands the audience’s perspective by challenging them with new concepts. Takes familiar things and helps the audience see them in a new way.
- As you listen, take notes on how you think your museum exhibit would score in each category, and jot down a few ideas about how you can improve.
Exhibit Scoring Practice
- If you choose to continue this activity with students in their museum exhibit teams, go around to make sure that students are applying the criteria carefully and keeping accurate track of the reasoning behind each decision so they can share it with other groups in the next activity.
- SWD: Some students may need additional direct instruction and/or guided practice with evaluating artifacts based on the given criteria. Remind them of how the class evaluated the Viking exhibit in the previous activity. Model how to evaluate the exhibit based on one aspect of the scoring criteria, and then have them complete the evaluation with the rest of their group.
- This portion of the activity doesn't have to take long, but it's a good opportunity for you to be clear about how the criteria will be applied to the exhibits. If students misapply the criteria, clarify how you will be applying it to their exhibits.
Now, get in your museum exhibit teams and choose one of the exhibits you have examined in this unit to score together. Discuss each category carefully so you can arrive at a meaningful understanding of what exactly the exhibit does well.
- Jot down a few notes on how you arrived at each score. You will be sharing not just your scores but also your reasoning in the next activity.
- Have each of your group members take notes on one aspect of your discussion so each of you can share with the full class.
Back with the full class, share the scores you arrived at for the exhibit and explain your reasoning. Try to spread out the responsibility for sharing among as many group members as possible.
Museum Exhibit Self-Score
- Circulate from group to group and help them apply the criteria realistically to their work. This is their last chance to discover shortcomings and strengths so they can use that information in the next lesson's work session.
- ELL: You can use this task to check for understanding of the rubric by observing your ELL students as they apply it to their own work within their small group. Address any questions, concerns, or misunderstandings.
- Now, return to your museum exhibit teams and score your own almost-complete exhibit. Be sure to discuss each category carefully so you can arrive at a meaningful understanding of what exactly your exhibit does well.
- Jot down a few notes on how you arrived at each score. You will not be sharing your reasoning, but you will be using your scoring and discussion as inspiration for your plans for the final work session in the next lesson.
- This is the final opportunity to find out what individual students are thinking and planning, so identify any last-minute individual attention you want to give to students.
- SWD: Reflection on learning can be challenging for some SWDs. Provide scaffolding questions as support during this writing task.
- Before the end of class, write a Notebook entry on your own that lists the next steps you want to take for your exhibit based on your discussion today. Be aware that you only have one more work day before the exhibits must be complete.
When you finish, share your entry with your teacher.
Final Work Session Planning
- Check in with groups to make sure that everyone is on schedule.
- You have one more work session left on your museum exhibit, so be sure to bring in whatever you might need to complete your work.