Student Rubric: Understanding
For the Student Rubric, there is a linear progression. Students first must understand the historical and current event facts before applying their knowledge or making connections. In Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McTighe (2006) write, “Few learners develop a complete understanding of abstract ideas on the first encounter. Indeed, the phrase “come to an understanding” is suggestive of a process” (p.124). This first section of the Student Rubric is very straight forward; did students meet your expectations of knowledge? Every teacher has a different standard for their students and even amongst a singular class it is important to differentiate so it will look different in each classroom and for each student.