EXHILARATING EUROPEAN ESCAPADE

§ Collects data, organizes data, and displays data with tables, charts, and graphs that are appropriate, i.e., consistent with the nature of the data.

§ Invokes problem-solving strategies, … to clarify or organize information in a table.

§ Verifies and interprets results with respect to the original problem/situation.

§ Organizes work, explains a solution orally and in writing and uses other techniques to make meaning clear to audiences.

§ Determines the needs of the event to be managed or planned, e.g., cost, supply, scheduling,…

§ Demonstrates an understanding of the rules of the English language in written and oral work.

§ Analyzes and subsequently revises work to improve its clarity and effectiveness.

§ Economics requires the development and application of skills needed to make informed and well-reasoned economic decisions in daily and national life.

§ Understands the ethical, cultural, and societal issues related to technology.

§ Develops positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

§ Uses technology tools to enhance learning, increase productivity, and promote creativity.

§ Uses technology to locate, evaluate, and collect information from a variety of sources.

§ Uses technology resources for solving problems and making informed decisions.

TEACHER’S ROLE: The teacher is both an instructor, when teaching a specific program, strategy, or skill, a role model, who demonstrates how to act and behave, and a facilitator, who provides guidance to groups and individual students.

TASK: Tell the students that their parents have saved $5,000 for a seven to ten day family trip to any place in Europe, where there are many fascinating destinations and cultural attractions. Their parents have challenged them to plan the family summer vacation within the budget of $5,000. Students will consider expenses and fees for roundtrip airline tickets, ground/land transportation, lodgings, food/meals, tours, museums, entertainment, souvenirs, and emergencies. Students will create a PowerPoint Presentation, in which the students’ writing will be both informative and persuasive, to induce their parents to visit the European cities of their choice.

ORGANIZING GROUPS: Decide the parameters for organizing groups. You know your students and the dynamics of the class. Review your groups to ensure that it is heterogeneously grouped and that there is a mix of personalities and genders. Connect computer to a Tvator and TV, LCD projector, or a Smartboard. Create a chart in MS Word and enter student names as groups are formed.

· Randomly assign group members numbers from 1 to 5. All the ones will be in a group, all the twos will be in a group, and so on …

· Assign a specific number to those students with Internet access at home. Proceed as above.

· Have students form groups but state clearly and firmly that you reserve the right to make adjustments based on their previous behaviors.

ASSESSMENT/EVALUATION: Student assessment is an ongoing process throughout the unit.

Ø teacher observations: Circulate around the room to observe groups and individuals. Write down your observations, as these will provide a record of each group’s progress and each student’s headway. Be realistic; do not expect to observe all students in one class session. Plan to observe four individuals or four groups in a single session. Before each observation, decide which skills or behaviors and students or groups that you will observe. Keep forms on a clipboard for easy access.

BEHAVIOR/SKILL	date observed	date observed	date observed	date observed
defines task
collects data and information
eliminates unnecessary data
organizes data and information
analyzes/interprets data
makes estimates
makes accurate calculations
task committed
shares ideas
cooperates with group
enthusiastic
creative
thoughtful/considerate

Ø GROUP and individual CONFERENCES: These provide invaluable insight as to how students feel about the project and mathematics. Ask questions and respond to their questions since these will show their understanding of mathematics.

Ø Math Journals: Individual student’s reflections, self-evaluation and evaluation re: individual progress and growth, group project, and progress of project.

sample rubric for peer evaluation

Criteria	STARTING SLOWLY 1	MAKING PROGRESS 2	ALMOST THERE 3	REACHED THE SUMMIT 4
Title Slide	Design is inappropriate.	Design could be neater or might be inappropriate.	Design is attractive and colorful.	Design is very attractive, highly colorful and shows much creativity.
SPECIAL EFFECTS	Slide show includes 1 or no special effects.	Slide show includes 2 special effects.	Slide show includes 3 special effects.	Slide show includes 4 or more special effects.
SOUND	No use of sound.	Minimal use of sound.	Some sounds are distracting and/or are inappropriate.	Sounds are of high quality and are appropriate. Sounds enhance the quality of the presentation.
Participation	Only one group member spoke.	Some group members spoke.	Most group members spoke.	All group members spoke; involved the audience.
Content	Information is incomplete; unable to answer questions.	Information is accurate; correctly answered questions.	Information is accurate and complete; correctly answered some questions.	Information is accurate and complete; correctly answered all questions.

Criteria	Not Meeting the Standards 1	Progressing 2	Proficient 3	Exemplary 4
tITLE SLIDE	Design is inappropriate.	Design could be neater or might be inappropriate.	Design is attractive and colorful.	Design is very attractive, highly colorful and shows much creativity.
SOUND	No use of sound.	Minimal use of sound.	Some sounds are distracting and/or are inappropriate.	Sounds are of high quality and are appropriate. Sounds enhance the quality of the presentation.
SPECIAL EFFECTS	Slide show includes 1 or no special effects	Slide show includes 2 special effects.	Slide show includes 3 special effects.	Slide show includes 4 or more special effects.
ORGANiZAtiON	Slide show is not presented in logical order.	Slide show is presented in logical order.	Slide show is conveyed in logical order and is easy to understand.	Slide show is very organized, conveyed in logical order, and is easy to understand.
SPEAKING	Students speak in fragmented sentences and do not enunciate clearly.	Students maintain eye contact and enunciate clearly.	Students enunciate clearly, maintain eye contact, project well and speak in complete sentences.	Students enunciate clearly, maintain eye contact, project well and speak in complete sentences. They are very enthusiastic.
CONTENT	Information is inaccurate or incomplete.	Information is accurate or complete.	Information is accurate and complete.	Information is accurate and complete and is presented in a unique or creative way.
Paraphrasing	Plagiarism; no attempt has been made to paraphrase the information.	Plagiarism; some attempt has been made to paraphrase.	Plagiarism; most of the information has been paraphrased.	No plagiarism; all the information has been paraphrased.
Overall Impression	Slides are not neatly done and include too much or little information.	Slides could be neater and contain too much or too little information.	Slides are colorful, attractive and include appropriate amounts of information.	Slides are very attractive and show information in a creative way.
Mechanics	Spelling and punctuation errors are distracting.	Spelling and punctuation errors are evident.	Spelling and punctuation errors are minor and few.	There are no spelling and punctuation errors.
TEAMWORK	Group works together on most parts but some members do more while others don't.	Group works as a team, makes decisions together and shares most of the work.	Group works well as a team, makes decisions together and shares the work.	Group works very well together, makes decisions together, shares the work, and works enthusiastically as a team.

Teacher Page	Student Page
Activity #1	Activity #1
Activity #2	Activity #2
Activity #3	Activity #3
Activity #4	Activity #4
Activity #5	Activity #5
Activity #6	Activity #6

STANDARDS

MATHEMATICS (NYC)

sample rubric for peer evaluation

SPECIAL EFFECTS