Saturday, September 15, 2012

Cristian Estepa discourse in schools setting a microsociety


Inside schools there are relationships bonded by laws that prevent students from trespassing others student’s space or enter in direct confrontation with each other, you could say that a school is a petri dish were students are accustomed to move within a context.
Within those laws there is also a code of values, a discourse full of ideas and values that set the standard of the students and gives them their own identity apart from other institutions. It is possible to say that each school is a microcosm where there is an identity and a set of values that define them apart from the rest.
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Rubric 2

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                                 Rubric ID:  2220356                         
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    Group Planning -- Research Project : Seminario Interdisciplinar VIII
     				
     				 			
 		 								
 									 						
 					
 			
 		
 		
 	 			
 		 			
 		 			 				
 			CATEGORY 				
 					 			 				
 			4     Completed 				
 					 			 				
 			3         Good 				
 					 			 				
 			2      Acceptable 				
 					 			 				
 			1         Poor 				
 					 			
 		 			
 		 			 				
 			Quality of Sources 				
 					 			 				
 			Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions. 				
 					 			 				
 			Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions. 				
 					 			 				
 			Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. 				
 					 			 				
 			Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions. 				
 					 			
 		 			
 		 			 				
 			Plan for Organizing Information 				
 					 			 				
 			Students have developed a clear plan for organizing the information  as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. 				
 					 			 				
 			Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. 				
 					 			 				
 			Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. 				
 					 			 				
 			Students have no clear plan for organizing the information AND/OR students in the group cannot  explain their organizational plan. 				
 					 			
 		 			
 		 			 				
 			Ideas/Research Questions 				
 					 			 				
 			Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. 				
 					 			 				
 			Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research. 				
 					 			 				
 			Researchers  identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. 				
 					 			 				
 			Researchers  identify, with considerable adult help,  4 reasonable ideas/questions to pursue when doing the research. 				
 					 			
 		 			
 		 			 				
 			Group Timeline 				
 					 			 				
 			Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline. 				
 					 			 				
 			Group independently develops a  timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline. 				
 					 			 				
 			Group independently develops a  timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline. 				
 					 			 				
 			Group needs adult help to develop a  timeline AND/OR several students in the group cannot independently describe the high points of the timeline. 				
 					 			
 		 			
 		 			 				
 			Delegation of Responsibility 				
 					 			 				
 			Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. 				
 					 			 				
 			Each student in the group can clearly explain what information s/he is responsible for locating. 				
 					 			 				
 			Each student in the group can, with minimal prompting from peers, clearly explain  what information s/he is responsible for locating. 				
 					 			 				
 			One or more students in the group cannot clearly explain  what information they are responsible for locating. 				
 					 			
 		 			
 		 				
 				
 					Date Created:  September 09, 2012 			 				
 			 		      		 		    
 		
 	  		 	
 
          
 	 	
         
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