Choose a Series of Articles (Minimum of Four Articles) OR Several Chapters in a Book On

Portland State University Graduate School of Education "Meeting Our Communities' Lifelong Educational Needs"

Engaging High School Learners 2010 Secondary Cohort CI 510: 016 CRN: 80299 Summer 2010 Tues/Thurs 9-11:50 NH 388

Gayle Y. Thieman, Ed.D.

Phone: 503-725-4630 Cell: 360-608-0579 (preferred) Wiki: www.gtpdx.wikispaces.com Email: [email protected] (preferred) Office Hours: GSE 608A Monday 11:00-1:00 by appointment

Prerequisite: Admission to the Graduate Teacher Education Program- Summer 2010 Full Time Secondary Cohort

The GTEP Secretary, Mark Wallace, can be reached at 725-4753. My mailing address is PO Box 751, Graduate School of Education 608A, Portland, OR 97207. Please call or email me directly to schedule an appointment.

Students needing an accommodation should immediately inform the course instructor. Students will be referred to Disability Services (725-4178) to document their need for accommodations and to obtain support services when appropriate. I will work with you to arrange the supports you need in this class.

GSE Conceptual Framework

Course Essential Questions: What are the characteristics and needs of high school learners? What are research-based instructional strategies for adolescents? What can be done to help make American high schools communities of learning?

Course Standards/Outcomes/Assessments Standards Outcomes Assessments CF 3.3 Identify and analyze issues of high school Weekly journal entries based on course reform. readings and guest speakers CF 1.1; 1.2 Describe developmental characteristics of Weekly journal entries based on course

1 adolescents. readings and guest speakers Practicum Log CF 2.1; 2.2; Explore instructional practices that engage Weekly journal entries based on course 3.1 adolescents with authentic work. readings and guest speakers Practicum Log CF 1.1; 1.2; Reflect on multiple perspectives of adolescent Weekly journal entries based on course 3.1 identity, including race, ethnicity, class, readings and guest speakers gender, sexual orientation, and ability. CF 2.1; 4.1 Review literature in the field of high school Analytical Paper reform. CF 2.1; 4.1 Research and present orally and in writing Analytical Paper & Poster Presentation effective strategies for adolescent learners. CF 2.1; 2.2; Explore effective assessment of adolescent Weekly journal entries based on course 3.1 learning. readings and guest speakers Practicum Log

Course Texts and Materials: Sadowski, M. (2008). Adolescents at school. Perspectives on youth, identity, and education., 2nd ed. Harvard Educational Press.

On Line Material for Assigned Reading (gtpdx.wikispaces.com):

Wise, B. (2008). High schools at the tipping point. Educational Leadership, vol 65, 8, pp. 8-13.

Nelson, A. (2007). High school reform: It’s about time. ASCD Info Brief, 48 http://www.ascd.org/publications/newsletters/infobrief/winter07/num48/toc.aspx

Birkey, G. (2008). Spotlight on success: What’s working in Oregon high schools. Oregon Department of Education. http://www.ode.state.or.us/search/page/?id=1696 AND report of individual high schools

Oregon’s New Diploma, Oregon Department of Education http://www.ode.state.or.us/search/results/?id=368

U.S. Department of Education (2010). A Blueprint for Reform. Reauthorization of Elementary and Secondary Education Act.

The 40 Developmental Assets, Search Institute, http://www.search-institute.org/assets/

Berliner, D. (2006). Our impoverished view of educational reform. Teachers College Record Volume 108 November 6, 2006, p. 949-995 http://www.tcrecord.org/content.asp?contentid=12106

Beyond Title IX: Gender equity issues in schools. http://www.maec.org/beyond.html

2 Assignments/Expectations

Class Participation and Professionalism 20% My expectation is that you come to class on time each morning prepared to participate fully, support one another as a community of learners, challenge yourselves, and complete your assignments to the BEST of your ability. I expect students to attend every class during this session. In case of an emergency, you must contact Dr. Thieman prior to the class regarding your absence. Your grade will be based on a combination of active class participation, completion of all assignments and readings on time, demonstration of honest engagement, and professional demeanor. Excessive tardies or absences will negatively affect your grade.

Reading Reflection Due at beginning of each class 40% Complete the assigned reading for each class and write a one page critical reflection. The reflection should not merely be a summary but rather a thoughtfully reflective analysis of personal insights derived, questions raised and responses to the assigned readings. You will receive a timely response from Dr. Thieman, and this will become an ongoing dialogue between you.

Analytical Paper and Poster Due August 10 40% 1. Choose a series of articles (minimum of five articles) OR several chapters in a book on high school reform, OR a major research study on an issue of high school reform. Sign up for your topic by the end of class on July 22. OR suggest your own topic and resources and get instructor approval by the end of class on July 22.

2. Develop a five page analytical paper in which you a) summarize the issue, b) analyze why the issue is important, c) synthesize the findings, d) suggest implications for practice. You must upload the paper in TK20 by August 10. (25 points)

3. Create an 11X17 poster for display in a gallery walk that succinctly summarizes the issue, its importance, synthesis of research, and potential solutions. Poster presentations are due on August 10 or 12. See the poster scoring guide. (20 points)

Evaluation: Criteria for Assessment...Class Projects and Written Work 1. Clarity, conciseness, and completeness.  You address assignment/ activity guidelines and expectations.  Your main points are clear, well-organized, and well-supported with examples, descriptive details, explanations, and evidence from readings. 2. Insightful reflection about and critique of topic/situations. 3. Authenticity and conviction. Your own voice, experience, and expertise come through! 4. Effective and appropriate use of language conventions to communicate with audience/reader. 5. Professional and ethical use of source material. You include in-text citations for quoted material (when appropriate) and a complete list of references at the end of your project.

Academic Integrity In the PSU Student Conduct Code # 577-031-0136 Proscribed Conduct by Portland State University The following constitutes conduct as proscribed by Portland State University for which a student or student organization or group is subject to disciplinary action: (1) Obstruction or disruption of teaching, research, administration, disciplinary procedures or other University activities, including the University's public service functions or other authorized activities on

3 University-owned or -controlled property, or any other location where teaching, research, administration, disciplinary procedures or other University activities take place. (2) All forms of academic dishonesty, cheating, and fraud, including but not limited to: (a) plagiarism, (b) the buying and selling of course assignments and research papers, (c) performing academic assignments (including tests and examinations) for other persons, (d) unauthorized disclosure and receipt of academic information and (e) falsification of research data.

Schedule of Topics and Assignments

Date Topics Assignments due at beginning of class 7/20 Review Syllabus What’s Right/Wrong with High Schools; Personal Journey Poster 7/22 Adolescent Identity; Racial Identity Sadowski, Preface, Intro & Chapter 1 & 2 Guest Speaker: Andre Hawkins Choose analytical paper topic 7/27 History HS Reform; Film: In . High Schools at the Tipping Point Schools We Trust; Create ppt slide . High School Reform: It’s About Time. . Spotlight on success: What’s working in Oregon high school? Read summary article and 1 of 8 Oregon HS (assigned in class for jigsaw) 7/28 PSU Library Educational Resources 10:30 to 11:45 AM COHORT and Research REQUIREMENT Library 170 7/29 Oregon HS Reform PPT Slide: History US Public Education Guest Speaker: Pat Burk . Oregon’s New Diploma, Oregon Department of Education . NCLB Reauthorization Blue Print

8/3 Social Class & Poverty . Sadowski (2008) Ch, 3,4, 8 . Our impoverished view of educational reform 8/5 Impact of Disability: Josh Fritts . Sadowski (2008) ch. 9 8/10 Poster Presentations Analytical Paper Due 8/12 Poster Presentations 8/17 Gender/Sexual Orientation; Guest Sadowski (2008) ch. 5,6,7 Speaker: Larry Smith, Invited Beyond Title IX: Gender equity issues in schools 8/19 40 Assets; Risk & Resiliency Sadowski (2008) 10, 11 & Afterward Beyond Categories . The 40 Developmental Assets What’s Right/Wrong High School

Suggested Topics Alternative Programs Castleman, B. & Littky, D. (2007). Learning to love learning. Educational Leadership, vol 64,8, pp. 58- 61. Conon, L. (2008). Why we run our school like a gifted program. Educational Leadership, vol 66, 2, pp. 38-42. Forbes, J. & Saunders, C. (2008). How we reinvented the high school experience. Educational Leadership, vol 65, 8, pp. 42-46. Grier, T and Peterson K. (2005). It’s cool to succeed. Educational Leadership, vol 62, 7, pp. 65-68.

4 Jackson, A. (2008). High schools in the global age. Educational Leadership, vol 65,8, pp. 58-62. Levy, S. (2008). The power of audience. Educational Leadership, vol 66, 3, pp. 75-79. (Expeditionary Learning) Price, H. (2008). About-face! Educational Leadership, vol 65, 8, pp. 28-34. Zapf, (2008). Reaching the fragile student. Educational Leadership, vol 66, 1, pp. 67-70.

Assessment Brookhart, S., Moss, C., & Long, B. (2008) Formative assessment that empowers. Educational Leadership, vol 66, 3, pp. 52-57. DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership, vol 64, 7, pp. 38- 42. Fuller, D., Fitzgerald,K.,Lee, J.S. (2008). The case for multiple measures: Teaching students, not tests. ASCD Info Brief, 52. Nathan, L. (2008). What’s been lost in the bubbles. Educational Leadership, vol 66, 2, pp. 52-55. Popham, W. J. (2008), The assessment-savvy student. Educational Leadership, vol 66, 3, pp. 80-81. Scriffiny, P. (2008). Seven reasons for standards-based grading. Educational Leadership, vol 66, 2, pp. 70-74. Stiggins, R. (2007). Assessment through the student’s eyes. Educational Leadership, vol 64,8, pp. 22-26.

Behavior Blair, R. (2008), Waging peace. Educational Leadership, vol 66, 1, pp. 32-36. Crowe, C. (2008). Solving behavior problems together. Educational Leadership, vol 66, 3, pp. 44-47. Skiba, R, & Sprague, J. (2008). Safety without suspensions. Educational Leadership, vol 66, 1, pp. 38-43. (Positive Behavioral Support) Smith, R. & Lambert, M. (2008), Assuming the best. Educational Leadership, vol 66, 1, pp. 16-20.

Dropouts Barton, P. (2006). The dropout problem: Losing ground. Educational Leadership, vol 63. 5. pp. 14-18. Neild, R., Balfanz, R., & Herzog, L. (2007). An early warning system. Educational Leadership, vol. 65,2, pp. 28-33.

Engagement/Empowerment Strategies Bartholomew, B. (2008). Sustaining the fire. Educational Leadership, vol 65, 6, pp. 55-60. Black, S. (2006). Engaging the disengaged. In Parkay, Anctil, Hass (Eds.) Curriculum planning. A contemporary approach. pp. 429-432. Boston: Pearson. Bondy, E. & Ross, D. The teacher as warm demander. Educational Leadership, vol 66, 1, pp. 54-58. Damon, W. (2008). The moral north star. Educational Leadership, vol 66, 2, pp. 8-12. Darling-Hammond, L. and Hill-Lynch, O. (2006). If they’d only do their work. Educational Leadership, vol. 63, 5 pp. 8-13. Dweck, C., (2007). The perils and promises of praise. Educational Leadership, vol 65, 2, pp. 34-39. EL on Line. (2008). What students want from teachers. Educational Leadership, vol 66, 3, pp. 48-51. Fisher, D. & Frey, N. (2008). Releasing responsibility. Educational Leadership, vol 66, 3, pp. 32-37. Guskey, T. & Anderman E. (2008). Students at bat. Educational Leadership, vol 66, 3, pp. 8-14. Landsman, J., Moore, T., Simmons, R. (2008). Reluctant teachers, reluctant learners. Educational Leadership, vol 65,6, pp. 62-66. Tomlinson, C. and Doubet, K. (2005) Reach them to teach them. Educational Leadership, vol 62, 7, pp. 9-15. Tomlinson, C. (2008). The goals of differentiation. Educational Leadership, vol 66, 3, pp. 26-30.

5 Voukon, M. U Bigelow, T. (2008). Dude, what choice do I have? Educational Leadership, vol 66, 3, pp. 70-74.

High School Curriculum Reform Bottoms, G. (2007). Treat all students like the “best students.” Educational Leadership, vol 64, 7, pp. 30- 37. Burris, C., Welner, K. Wiley, E., & Murphy H. A world-class curriculum for all. Educational Leadership, vol 64, 7. pp. 53-56. Cushman, J, (2006). Help us care enough to learn. Educational Leadership, vol 63. 5, pp. 34-37. Darling-Hammond, L. & Friedlaeder, D. (2008), Creating excellent and equitable schools. Educational Leadership, vol 65, 8, pp. 14-21. Hoachlander, G. (2008). Bringing industry to the classroom. Educational Leadership, vol 65, 8, pp. 22-27. Nelson, J. (2007). AVIDly seeking success. Educational Leadership, vol 64, 7, pp. 72-74. Newmann, F. (2006). Can depth replace coverage in the high school curriculum? In Parkay, Anctil, Hass (Eds.) Curriculum planning. A contemporary approach. pp. 443-448. Boston: Pearson Quint, J. (2008). Lessons from leading models. Educational Leadership, vol 65,8 pp. 64-68. Reisberg, M. (2006). A tale of two curriculums. In Parkay, Anctil, Hass (Eds.) Curriculum planning. A contemporary approach. pp. 455-461 Boston: Pearson. Tatum, A. (2006). Engaging African American males in reading. Educational Leadership, vol 63. 5, pp. 44-49. Wiggins, G. & McTighe, J. (2008). Put understanding first. Educational Leadership, vol 65, 8, pp. 36-41.

Instructional Strategies Boaler, Jo. (2006). Promoting respectful learning. Educational Leadership, vol 63, 5, pp. 74-78. Krashen, S. & McQuillan, J. (2007). The case for late intervention. Educational Leadership, vol 65, 2, pp. 68-72. Marzano,R. & Pickering, D. (2007). The case for and against homework. Educational Leadership, vol 64, 6, pp. 74-79. Sagor, R. (2008). Cultivating optimism in the classroom. Educational Leadership, vol, 65, 6, pp. 26-31. Senyshyn, Y. (2005). Old texts and opera Inciting students to read. Educational Leadership, vol 62, 7, pp. 74-77. Schmoker, M. (2007). Reading, writing, and thinking for all. Educational Leadership, vol 64, 7, pp. 63- 66. Slavin, R., Chambeerlain, A, & Daniels, C. (2007). Preventing reading failure. Educational Leadership, vol 65, 2, pp. 22-27. Vaughan, A. (2005). The self-paced student. Educational Leadership, vol 62, 7, pp. 69-73. Wagner, T. (2008). Rigor redefined. Educational Leadership, vol 66, 2, pp. 20-24. Wolk, S. (2008). Joy in school. Educational Leadership, vol 66, 1, pp. 8-14. Zmuda, A. (2008). Springing into active learning. Educational Leadership, vol 66, 3, pp. 38-42.

Linguistically Diverse Learners Association for Supervision & Curriculum Development. (2005). Educating Language Learners. Educational Leadership, vol 62, 4. Entire Issue Campano, G. (2007). Honoring student stories. Educational Leadership, vol 65,2, pp. 48-54. Christensen, L. (2008). Welcoming all languages. Educational Leadership, vol 66, 1, pp. 59-62. DeCapua, A., Smatehrs, W., Tang, L. (2007). Schooling interrupted. Educational Leadership, vol 64, 6, pp. 46. Ginsberg, M. (2007). Lessons at the kitchen table. Educational Leadership, vol 64, 6, pp. 56-61. Rubinstein-Avila, E. (2006). Connecting with Latino learners. Educational Leadership, vol 63. 5, pp. 38- 43.

6 Sobel, A, & Kugler, E. (2007). Building partnerships with immigrant parents. Educational Leadership, vol 64, 6, pp. 62-66. Trumbull, E. & Rothstein-Fisch, C. (2008). Cultures in harmony. Educational Leadership, vol 66, 1, pp. 63-66. Villegas, A. & Lucas, Ta. (2007). The culturally responsive teacher. Educational Leadership, vol 64, 6. pp. 28-33. Wheeler, R, (2008). Becoming adept at code-switching. Educational Leadership, vol 65,7, pp. 54-57.

School Climate, Connections, & Safety Beland, K. (2007). Boosting social and emotional competence. Educational Leadership, vol 64, 7, pp. 68- 71. Blum, R. W. (2005). A case for school connectedness. Educational Leadership, vol 62, 7, pp. 16-20. Miller, M. (2006). Where they are. Working with marginalized students. Educational Leadership, vol 63. 5 pp. 50-54. Mitra. D. (2008). Amplifying student voice. Educational Leadership, vol 66, 3, pp. 20-24. Preble, B. & Taylor, L. (2008). School climate through students’ eyes. Educational Leadership, vol 66, 4, pp. 35-40. Price. L. F. (2005) The biology of risk taking. Educational Leadership, vol 62, 7, pp. 22-26. Rodriguez, L. F. (2005). Yo, Mister. Educational Leadership, vol 62, 7, pp. 78-80. San Antonio, D. & Salzfass, E. (2007). How we treat one another in school? Educational Leadership, vol 64,8, pp. 32-38. Sapon-Shevin, M.B (2008). Learning in an inclusive community. Educational Leadership, vol 66, 1, pp. 49-53. Thompson, G. (2008). Beneath the apathy. Educational Leadership, vol 65, 6, pp. 50-54. Wessler, S. (2008). Civility speaks up. Educational Leadership, vol 66, 1, pp. 44-48.

Science Education Association for Supervision & Curriculum Development. (2006). Science in the spotlight. Educational Leadership, vol 65, 4. Entire Issue Association for Supervision & Curriculum Development. (2004). Improving Achievement in Math and Science. Educational Leadership, vol 61,5. Entire Issue

Special Learning Needs Students Association for Supervision & Curriculum Development. (2007). Improving instruction for students with learning needs. Educational Leadership, vol 64, 5. Entire issue. Brown-Chidsey, R. (2007). No more “waiting to fail”. Educational Leadership, vol 65, 2, pp. 40-46.

Hatwood-Futrell& Gomez, J. (2008). How tracking creates a poverty of learning. Educational Leadership, vol 65,8, pp. 74-78.

Teaching Thinking Association for Supervision & Curriculum Development. (2008). Teaching students to think. Educational Leadership, vol 65, 5. Entire Issue Levine, M. (2007). The essential cognitive backpack. Educational Leadership, vol 64, 7. Pp. 16-22.

Technology Jenkins, H. (20205). Getting into the game. Educational Leadership, vol 62, 7, pp. 48-51.

7 Martinez, S. & Harper, D. (2008). Working with tech-savvy kids. Educational Leadership, vol 66, 3, pp. 64-69. Mustacchi, J. (2008). What’s relevant for YouTubers? Educational Leadership, vol 65, 6, pp 66-70. Prensky, M. (2008). Turning on the lights. Educational Leadership, vol 65, 6, pp. 40-45. Renard, L. (2005). Teaching the DIG generation. Educational Leadership, vol 62, 7, pp. 44-47. Richardson. (2008). Footprints in the digital age. Educational Leadership, vol 66, 3, pp. 16-19.

Transition to High School Donegan, B. (2008). The linchpin year. Educational Leadership, vol 65,8, pp. 54-56. Mizelle, N. (2005). Moving out of middle school. Educational Leadership, vol 62, 7, pp. 56-60. Lampert. J. (2005). Easing the transition to high school. Educational Leadership, vol 62, 7, pp. 61-63. Manning, M. and Saddlemire. (2006). Implementing middle school concepts into high schools. In Parkay, Anctil, Hass (Eds.) Curriculum planning. A contemporary approach. pp. 432-437 Boston: Pearson. Campbell, H. (2006). Going the extra mile to smooth the transition to high school. In Parkay, Anctil, Hass (Eds.) Curriculum planning. A contemporary approach. pp. 449-454. Boston: Pearson

Transient, Homeless, and Students of Poverty Dryfoos, J. (2008). Centers of hope. Educational Leadership, vol 65,7, pp. 38-43. Gorski, P. (2008). The myth of the “culture of poverty”. Educational Leadership, vol 65,7, pp,. 32-36. Hartman, C. (2006) Students on the move. Educational Leadership, vol 63. 5, pp. 20-24. Landsman, J. (2006). Bearers of hope. Educational Leadership, vol 63. 5, pp. 26-32. Payne, R. (2008). Nine powerful practices. Educational Leadership, vol 65,7, pp. 48-52 Smith, J.L, Fien, H, & Paine, S. (2008). When mobility disrupts learning. Educational Leadership, vol 65,8, pp. 59-63.

Suggested Books

Ancess, J. (2003). Beating the odds. High schools as communities of commitment. New York: Teachers College Press.

Boynton, C. and Boynton M. (2005). The educator’s guide to preventing and solving discipline problems. ASCD.

Byrk, A.S. and Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.

Csikszentmihalyi, M. and Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.

Darling-Hammond, L. French, J., Garcia-Lopez, S. (2002). Learning to teach for social justice. New York: Teachers College Press.

Delpit, L. (1995) Other people’s children. Cultural conflict in the classroom. NewYork: New Press

Flynn, K. and Hill J. (2006) Classroom instruction that works with English language learners. ASCD

Gay, G. (2000). Culturally responsive teaching. Theory, research, & practice. New York: Teachers College Press.

Goleman, D. (1995). Emotional intelligence. New York: Bantam.

8 Kohl, H. (1998). The discipline of hope: Learning from a lifetime of teaching. Simon & Schuster.

Kotter, J. (2002). The heart of change. Cambridge: HBS Press.

Ladson-Billings, G. (1994.) The dreamkeepers. Successful teachers of African American children. San Francisco: Jossey-Bass.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. ASCD.

Meier, D. (1996). The power of their ideas. Lessons for America from a small school in Harlem. Boston: Beacon Press.

Meier, D. (2002). In schools we trust. Boston: Beacon Press.

Orfield, G. (2004). Dropouts in America. Confronting the graduation rate crisis. Cambridge, MA: Harvard Educational Press.

Sizer, T. (1992). Horace’s school: Redesigning the American high school. Boston: Houghton Mifflin.

Sizer, T. (1994) Horace’s compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Sizer. T. (1996) Horace’s hope: What works for the American high school. Boston: Houghton Mifflin.

Sizer, T. and Sizer, N. (1999). The students are watching. Schools and the moral contract. Boston: Beacon Press.

Schultz, B. D. (2008). Spectacular things happen along the way. Lessons from an urban classroom. Teachers College Press.

Stigler, J. W. and Hiebert, J. (1999). The teaching gap. New York: Free Press.

Sullo, B. (2007). Activating the desire to learn. ASCD.

Tatum, B. (1997). “What are all the black kids sitting together in the cafeteria?” and other conversations about race. Basic Books.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. ASCD.

Wagner, T. (2001). Making the grade: Reinventing America’s schools. New York: Routledge Falmer.

Whelan-Ariza, E.N. (2006). Not for ESOL teachers. What every classroom teacher needs to know about linguistically, culturally, and ethnically diverse students. Boston: Pearson.

9 Rubric: Analytical Paper

Engaging High School Level Learner

Identify a compelling educational issue about young adolescents. Review 3-5 research articles that expand your thinking about the issue. Write an analytical paper (3-5 pages) that (1) summarizes the issue, (2) analyzes the importance of the issue, (3) synthesizes the findings, and (4) suggests implications for practice. Cite your references using APA format.

Dimension Description Points Comments Part I: - Describe the Introduction compelling issue 5 - Analyze the importance of the issue Part II: -Synthesize the Review of the literature (minimum of 10 Literature 5 research articles) and analyze its relevance to the issue Part III: - Suggest implications Implications for for practice. Include Practice ideas that could be used 5 at the classroom and/or school level. Organization - Organize ideas logically with 5 supporting evidence - Adhere to standard English conventions - Cite references using APA TOTAL 25

Rubric: Presentation of Analytical Paper (Gallery Walk) High School Level Learners CATEGORY 3 2 1 Required The poster The poster The poster Elements includes all includes three includes less required required than three elements (issue, elements (issue, required importance, importance, elements (issue, synthesis of synthesis of importance, research, and research, and synthesis of implications for implications for research, practice). practice). implications for practice). Mechanics Capitalization, Several errors in Multiple errors in punctuation and capitalization, capitalization, grammar are punctuation punctuation, correct and/or grammar and/or grammar throughout the do not diminish seriously poster and readability interfere with enhance readability readability Attractiveness. The poster is The poster is The poster is Creativity exceptionally acceptably distractingly attractive and attractive though messy or very creative in terms it may be a bit poorly designed. of design, layout, messy. Limited It is not and neatness. creativity attractive. Graphics -Clarity All graphics All graphics Graphics do not relate to the topic relate to the relate to the and make it topic. Most topic. Many easier to graphics are graphics are not understand. easily viewed clear or are too Graphics are from less than 3 small. easily viewed ft. away. from 3 ft. away. Knowledge Student Student is Student appears Gained converses hesitant but to have knowledgeably responds to most insufficient and responds questions knowledge about accurately to accurately during the issue during questions during Gallery Walk. the Gallery the Gallery Walk. Walk.