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The teacher guides activities that generate questions and hypotheses related to the underlying concepts in the lesson plan. 



The teacher guides some activities that generate questions and hypotheses related to the underlying concepts in the lesson plan. 



The teacher does not guide activities that generate questions and hypotheses related to the underlying concepts in the lesson plan. 


2. Concept Introduction 



The teacher builds a bridge to the underlying concepts in the lesson plan, focusing on students' questions and hypotheses, and then helps them frame their own design experiments. 



The teacher attempts to build a bridge to the underlying concepts in the lesson plan but does not focus extensively on the students' questions and hypotheses in order for them to generate their own design experiments. 



The teacher introduces the concepts in the lesson plan through a lecture method and designs experiments for the students to implement without their input in the design process. 


3. Concept Application 



The students work on new problems that are set in a different context and within different parameters, and enable them to apply the concepts they studied earlier in the lesson plan. 



The students work on new problems that allow them to apply the concepts they studied earlier in the lesson plan but the new problems are similar to the earlier ones and do not have unique applications. 



The students work on the same problems that the teacher provided for them earlier, so that they are not making connections between old and new concepts and are not learning how to apply their knowledge. 


4. Learning Structures 



The students are engaged in structured learning activities that foster dialogue among students and engage them in handson, interactive learning. 



The students are engaged in some learning activities that allow them to dialogue with each other and engage them in handson, interactive learning. 



The students are not engaged in activities that allow them to dialogue with each other and engage them in handson, interactive learning. 


5. Student Assessment 



Students are given the opportunity to share their thinking with others and demonstrate their solutions to questions and hypotheses they constructed earlier in the lesson plan. 



The students are given a few opportunities to share their thinking with others and demonstrate their solutions to questions and hypotheses they constructed earlier in the lesson plan. 



The students are not given any opportunity to share their thinking with others and they demonstrate their thinking only to the teacher and only on paper and pencil tests. 


6. Student Reflection 



The students use multiple formats to reflect upon and assess their imaginative growth, attitudes, skills, and content knowledge. 



The students use only few formats to reflect upon and assess their imaginative growth, attitudes, skills, and content knowledge. 



The students are not given any opportunity to reflect upon or assess their imaginative growth, attitudes, skills, or content knowledge. 


7. Authentic Assessment




The project assessment methods provide multiple options for students to demonstrate what they know and to creatively and meaningfully present their understanding of knowledge to others. 



The project assessment methods allow few options for students to demonstrate what they know and to creatively and meaningfully present their understanding of knowledge to others. 



The project assesses students through teacherdesigned tests that determine the student's degree of academic proficiency in discrete, isolated skills and tasks. 
