Rubric for Becoming an Inquiry Based Teacher Curriculum Traditional Approach Exploring Inquiry Transitioning to Practicing Inquiry Inquiry Student knowledge is Student knowledge is Student knowledge is Student knowledge is solely based on based on mastery of based on mastery of based on ability to mastery of facts and facts and process facts, process skills, apply facts and trial information. skills. and problem-solving process skills to solve skills. problems and make connections to new situations. Curriculum is teacher Curriculum allows for Curriculum allows for Curriculum is student centered and based some flexibility for flexibility of centered and provides on prescribed activities investigations investigations and flexibility for students with anticipated according to the units of study to design and carry out results. interests of students. according to the their own interests of students. investigations. Curriculum is bases on Curriculum uses Curriculum uses Curriculum uses texts subject specific multiple textbooks and multiple textbooks, (written, visual, textbooks. resources. internet and other spoken), the internet, software resources. software, people, places, events, and the world. Lesson Presentation Teacher is center of Teacher is center of Teacher is center of Teacher consistently lesson. lesson and sometimes lesson and frequently acts as effective acts as a facilitator. acts as facilitator. facilitator and coach. Teacher frequently Teacher usually Teacher occasionally Teacher occasionally lectures and uses lectures and does lectures and uses lectures and uses demonstrations and demonstrations and demonstrations and investigations so activities to verify activities to explain activities to reinforce students can information. information. concepts. demonstrate understanding. Teachers use only Teacher uses Teacher uses Teacher uses an demonstrations and demonstration and demonstrations and inquiry process structured activities. attempts open=ended open-ended activities approach and activities. and occasionally consistently provides attempts teacher-initiated and initiated and student student-initiated inquiries. inquiries. Teacher plans only Teacher plans Teacher plans Teacher effectively whole-class instruction but instruction and plans for whole group instruction. occasionally uses regularly uses instruction as needed small group cooperative learning and frequently uses instruction. groups. cooperative learning groups. Teacher has difficulty Teacher begins to Teacher easily Teacher accepts and with unexpected accept unexpected accepts unexpected anticipates results. results. results. unexpected results.
Rubric for Becoming an Inquiry Based Teacher Curriculum Traditional Approach Exploring Inquiry Transitioning to Inquiry Practicing Inquiry Student knowledge is solely based on mastery of facts and trial information. Student knowledge is based on mastery of facts and process skills. Student knowledge is based on mastery of facts, process skills, and problem-solving skills. Student knowledge is based on ability to apply facts and process skills to solve problems and make connections to new situations. Curriculum is teacher centered and based on prescribed activities with anticipated results. Curriculum allows for some flexibility for investigations according to the interests of students. Curriculum allows for flexibility of investigations and units of study according to the interests of students. Curriculum is student centered and provides flexibility for students to design and carry out their own investigations. Curriculum is bases on subject specific textbooks. Curriculum uses multiple textbooks and resources. Curriculum uses multiple textbooks, internet and other software resources. Curriculum uses texts (written, visual, spoken), the internet, software, people, places, events, and the world. Lesson Presentation Teacher is center of lesson. Teacher is center of lesson and sometimes acts as a facilitator. Teacher is center of lesson and frequently acts as facilitator. Teacher consistently acts as effective facilitator and coach. Teacher frequently lectures and uses demonstrations and activities to verify information. Teacher usually lectures and does demonstrations and activities to explain information. Teacher occasionally lectures and uses demonstrations and activities to reinforce concepts. Teacher occasionally lectures and uses investigations so students can demonstrate understanding. Teachers use only demonstrations and structured activities. Teacher uses demonstration and attempts open=ended activities. Teacher uses demonstrations and open-ended activities and occasionally attempts and student initiated inquiries. Teacher uses an inquiry process approach and consistently provides teacher-initiated and student-initiated inquiries. Teacher plans only whole-class instruction. Teacher plans instruction but occasionally uses small group instruction. Teacher plans instruction and regularly uses cooperative learning groups. Teacher effectively plans for whole group instruction as needed and frequently uses cooperative learning groups. Teacher has difficulty with unexpected results. Teacher begins to accept unexpected results. Teacher easily accepts unexpected results. Teacher accepts and anticipates unexpected results.