Presentation+of+Learning


 * include component="comments" page="Presentation of Learning" limit="1" ELO Presentation of Learning Rubric Version 1.0 **

The Presentation of Learning is designed to assess the student's ability to **clearly communicate** his/her learning during the ELO process to an audience that could include members who are either expert or novice in the disciplines related to the ELO's goals and/or Essential Question (EQ) identified in the plan.

The presentation should clearly **describe the nature** of the particular ELO: its goals and EQ and the growth in the targeted competencies that resulted from his/her participation in the ELO process. The student should clearly and accurately **illustrate the development of this growth** during the ELO process (documentation). The student should also be able to communicate what he/she learned through the successes and challenges of the ELO experience and **how he/she changed** as a result of it (**metacognition**).


 * ===[Performance Traits]=== || ===**Beginning**=== || ===Progressing=== || ===Proficient=== || ===Exemplary=== ||
 * Trait 1: How well does the student **communicate the information** using a variety of strategies? //(e.g. Eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture)// || The presentation does not communicate intended information because organization, and/or delivery interfere. || The presentation communicates the information, with inconsistent organization, and/or delivery. || The presentation communicates the information through logical organization and clear focus. The student's delivery is appropriate to the audience, context, and purpose. || The presentation communicates the information seamlessly through logical organization, introduction of and clear focus on the topic, smooth transitions, well-chosen supporting details, and a coherent conclusion. The student's delivery uses a variety of strategies to engage the audience and responds to audience cues. ||
 * Trait 2: How does the student **use supporting materials** //(e.g. posters, graphics, illustrations, recordings, models, samples, mic/amps, videos, PPT, etc.)// as part of the presentation? || The student has materials that interfere with the presentation or are not referenced. || The student infrequently references supporting materials, which may or may not add information to the presentation. || The student integrates relevant supporting materials that add or clarify information for the presentation. || The student frequently integrates relevant supporting materials that add or clarify information for the presentation. ||
 * // Trait 3: // Does the student communicate **why** he/she chose this ELO and how he/she **used it to target competencies**? || The student identifies the goals of the ELO and/or the targeted competencies. || The student explains the reasons for choosing the goals of the ELO or the targeted competencies. || The student explains the reasons for choosing the goals of the ELO and how the student used the ELO to address the targeted competencies. || The student explains the reasons for choosing the goals of the ELO, communicates how the student used the ELO to address the targeted competencies, and makes further connections to prior and future learning. ||
 * //Trait 4:// Does the student communicate how he/she used **inquiry** **to address the Essential Question?** || The student makes no reference to the Essential Question. || The student states his/her Essential Question, but is unable to articulate how it guided their work. || The student presents his/her response to the Essential Question. The student describes how it guided his/her work, and whether or not the question changed at all. || The student presents his/her response to the Essential Question and explains how he/she used it to generate emerging questions, extensions or cross-curricular relationships. ||
 * //Trait 5:// Does the student **use prior work** //(e.g. reflections**,** research**,** and the project**)**// **in the presentation?** || The student provides examples of 1 of the 3 prior ELO components in describing his/her learning goals. || The student provides examples of 2 out of the 3 prior ELO components in describing his/her progress toward achieving learning goals. || The student provides examples of how his/her research, reflection and project illustrate his/her progress toward achieving his/her learning goals. || The student selects and presents examples of how his/her research, reflection and project are interconnected and describes how each impacted his/her learning along the way. ||
 * Trait 6: Does the student **communicate what he/she learned** through his/her ELO experience? || The student identifies a success or a challenge of the ELO experience without any details. || The student identifies a success and a challenge of the ELO experience, with few details or commentary. || The student communicates what he/she learned through the successes and challenges of the ELO experience. || The student communicates what he/she learned through the successes and challenges of the ELO experience and how he/she changed as a result of it. ||  ||   ||

include component="comments" page="Presentation Rubric" limit="1"