Challenge One: Assignment Creation
To complete the first challenge toward Classkick Certification, educators must demonstrate the ability to create an authentic, rigorous, and flexible assignment through which students demonstrate their mastery of an objective. In addition to submitting the assignment, educators must submit their written thought process behind the design, standards, goals, objectives and how the objective would be assessed (especially if these are not embedded in the assignment).
Create an assignment that has four elements:
High Expectations: How will students be challenged at high Depth or Knowledge or Bloom's Taxonomy levels?
Objective/Assessment: What will students learn through this assignment and how will you know what students have learned?
Varied Instructional Methods: How will you support students who need extra help and students who need an extra challenge?
Student Ownership of Learning: How are students encouraged to discover and apply the concepts being presented?
Share a public link to the assignment, and the following information, by completing the form below:
Varied Instructional Methods
Student Ownership of Learning
Any other information that is valuable to understanding the assignment, including plans for differentiation, thought process for meeting DOK or Bloom's Taxonomy levels
3. Complete and submit your own Self-Evaluation in the rubric provided below:
4. (Optional) Complete and submit your reflection below.
Read these Frequently Asked Questions about creating assignments.
Visit these pre-made assignments for examples of how other teachers create in Classkick.
Assignment Creation Challenge products will be assessed by four independent evaluators:
Two former educators on the Classkick Team
Two appropriate grade-band Classkick Mentors (i.e., primary, intermediate, middle school, high school, or college)
All four evaluators must deem each rubric element to be "Exemplary" or "Accomplished" to successfully complete this challenge. If there is any element that is deemed "Developing" or "Beginning," detailed feedback will be provided including reasoning and suggestions for improvement. (See more information on the review process here.)
Teaching is a high-pressure, fast-paced and highly responsive vocation. A critical element to professional growth is the ability to identify what you did well, what you could do better, and how to make that improvement – in other words, reflection. Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. But, there is a growing body of evidence that teacher reflection results in improved teacher quality.
If you would like to participate in this optional reflection, please record:
What went well and why?
What could have gone better and why?
What do I want to remember for the future?
and submit your reflection below. (You can write this reflection, collect audio, or use a link to a video; whatever works best for you!)
By reflecting on these questions, you are processing the challenge’s events and thus transferring information from short-term memory to a mental folder within your long-term memory. In this simple way, synaptic connections to prior experiences are made. In considering what should be remembered for the future, the challenge’s events are prioritized and an “action plan” is created to address a concern or share a good experience. This streamlined reflective approach allows one to decompress and release the highs and lows from a Classkick Certification challenge.