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iRubric: PEP 365 Outdoor Leadership Project rubric

iRubric: PEP 365 Outdoor Leadership Project rubric

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PEP 365 Outdoor Leadership Project 
Experiential Activities Presentation
Rubric Code: CAAA3W
By tjmiller
Ready to use
Public Rubric
Subject: Physical Ed., Fitness  
Type: Presentation  
Grade Levels: (none)

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  Exemplary/outstanding

Has through understanding of whole experiential learning cycle and applies it appropriately

(N/A)

Good/Proficient

Understand the nature of initiatives and uses them properly.

(N/A)

Developing

Getting there, still need to grasp purpose

(N/A)

Poor

need lots of improvement

(N/A)

Clear Learning Objectives

Exemplary/outstanding

Audience knows what they are learning and are excited about it. Participants understand and know what and why they are learning. Activities are age appropriate and relevant to objectives.
Good/Proficient

Audience knows what they are learning. Activities are age appropriate and relevant to objectives.
Developing

Audience can imagine what they are learning and see relevance to the activities. Game tie slightly into objectives.
Poor

Audience does not know what they are learning. Lack of directions. Objectives are not age appropriate. Games do not tie into objectives.
Organization, timeliness, Planning

Sequencing and relevance of activities.
Exemplary/outstanding

Logical clear sequence/progression of relevant activities. Activities timed appropriately and very little down/transition timing.
what was taught has much relevance to the audience and is age appropriate
Good/Proficient

Logical sequence/progression of relevant activities. Activities are timed appropriately.
what was taught has relevance to the audience and is age appropriate
Developing

progression hard to follow because of jumping around. Activities are attempted to be timed appropriately.
What was taught has some relevance to the audience and is somehwat age appropriate
Poor

no clear sequence/progression of activities. Activities way too short/long.
What was taught has no relevance to the audience and was not age appropriate
Persona

Motivation, attitude, demeanor, enthusiasm.
Exemplary/outstanding

Totally Enthused and excited. Gets groups attention quickly and holds it. Provides a fun and caring environment and participants are excited to participate.
Good/Proficient

Enthused or excited. gets groups attention. Provides a fun and caring environment and participants are excited to participate.
Developing

Little enthusiasm. Gets groups attention for short period of time with little excitement.
Poor

No enthusiasm, lacking excitement. Creates a down mood. Cannot get groups attention or excitement.
Activities

Activities are intentional and used in a purposeful way. Progress from simple to complex
Exemplary/outstanding

relevant to learning objectives and creates desire in learners for deeper meaning. Activity highlights/connects, or applies to goals/content. Directions clearly explained. student guides reflection toward transference of gained knowledge
Good/Proficient

Relevant to learning objectives. Purpose is stated and clear to individuals. Directions were clear. student guides reflection toward solidifying the new knowledge
Developing

Bears some relevance to learning objectives. Directions were unclear.<BR>
reflection leads to very short answers
Poor

Activity does not match learning objectives. Chooses activity for no real reason. Directions were absent or made no sense.<BR>
no reflection built into plan.
Safety

maintains physical, psychological, & emotional safety concepts
Exemplary/outstanding

safety ideas mentioned, followed, and constantly monitored. Watched for both psychological and physical.
Good/Proficient

safety ideas mentioned, and mostly followed. Use of observation to maintain safety.
Developing

safety ideas mentioned, not followed. Did not continuously monitor participants.
Poor

no mention of safety & no safety measures in place
Motivation

Exemplary/outstanding

Engage participants right away. Excites the group, provides an outline of the activities, imparts why the skills are important and how they can be used in real world.
Good/Proficient

Engages students with enthusiastic attitude or provides an outline of the activities. explains the skills.
Developing

take a little bit to engage the group, presents some of the usefulness of skills and shares a few ideas of the activities outline.
Poor

no engagement, seems to relaxed. does not explain the skills applicability, tone and body language show lack of enthusiasm.
Debriefing & wrap-up

Use of questioning, observation of salient "nuggets". Transfers the learning/skills
Exemplary/outstanding

Asks questions that lead to understanding of the link between activities & objectives. Ask follow-up questions to further transference. Uses a new method (visual, physical or artistic) to process.
Summarizes what said in processing and applies it to the next activity.
Good/Proficient

Asks questions that lead to understanding of activities to objectives. Ask follow-up questions to further transference.
summarizes what was said in processing then moves on.
Developing

Asks some questions that relate to tying activity back to objectives.
Signifies it is time to move on.
Poor

Does not process/debrief. Asks questions that require yes/no answers with no elaboration. Ends activities abruptly.
Professionalism/Conduct

Exemplary/outstanding

Well dressed for the activity, speaks clearly, followed directions for site, uses appropriate language, is prepared and shows up early. Appropriate interactions with students
Good/Proficient

decent attire, speaks well, follows directions of site, mostly appropriate language and shows up on time.
Developing

not professional attire, late or right on time, language use is OK for group.
Poor

poorly dressed, late, not prepared, bad language, inappropriate interactions with students.






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