Stationen: Ein Kursbuch fur die Mittelstufe
Core Code Alignment
Foreign Language
German
03040000031: German - High school third year
German
03040000031: German - High school third year
Recommendation
Recommended Primary
Evaluation
This a great curriculum for a third/fourth year Pre-AP German course. All of the program resources support the student learner. These materials are suitable for multiple learning settings, including blended classrooms, hybrid schedules and remote instruction.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| Very appropriate alignment with the USBE State standards. The materials include extensive interpretive texts (both listening and reading), as well as Interpersonal Communicative tasks and Presentational opportunities. The content is very reliable and up to date. It includes VideoBlogs that address current situations. The topics are well thought out and put together. The mobile app is closely aligned with the online program. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| The scaffolding was impressive. It flows well one step after another. The material is engaging with fairly easy topics, as well as challenging ones. Some concepts may be too easy and others will definitely challenge even level 3 learners. The material supports varied skill levels with engaging activities. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| This material was fairly intuitive for someone familiar with online learning systems. The dashboard understandably and should be fairly easy for all learners to navigate. The app dock was very well thought out. It makes it really easy to move from one point to another. The week at a glance really shows the learner what is expected and what goes on the grade. The flexibility for the learner to redo the formative assignments until mastery is demonstrated is a plus. This is great for a LMS system. Cengage has an app that will communicate with the Canvas LMS. Students as well as teacher will still have a learning curve at the beginning, but with time it should work. Specific LMS integration details should be investigated further. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The textbook seems to be a quality hardbound textbook. The pictures are up-to-date. Its online portions are very interactive with the student. Students can also download a mobile app and work on the assignments as well. The learner can test the acquisition of their knowledge of the language with the end of unit self-evaluation and reflection. The chapters contain videos, which are then broken up into learning subconcepts. These small video vignettes sometimes seem disjointed, but make sense when viewed as complete video. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| The online resources acts as a LMS system that can link with the current Canvas LMS system, which many school districts are using in the state of Utah. The technology and online works great with the student at home or on the go. This has become more and more prevalent in our ever changing educational world. It is truly one of the better programs on the market. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| The portal gives the instructor the flexibility to pick and choose what assignments to give the students. The activities are adaptable to all classes. The MindTap platform doesn't include any student to student opportunities or video conferencing options. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| The dashboard includes easy to use buttons for students to access numerous resources. There is an online help feature as well as a person to person chat function. There seems to be both instructor and student supports available via the navigation guide. There don't seem to be any instructional support tutorials. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| The app dock and online activities are great supplemental resources for the students, especially in a remote setting. The mobile app is very useful for students who are always on the go. The supplemental app does not provide a speech-recording option. Instructors would need to provide this aspect of a well-round, multiple modality-learning language course. There is an instructor companion, which provides access to audio/video transcripts, audio files, test generator, educator's guide, PowerPoints, etc. to allow educators to adapt the material to their classroom. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| The formative assessments are limited but functional. They provide the learner with generic feedback to assess general understanding of the videos, reading material, and other historical activities. There isn't a library of ready to use summative assessments, but the test generator is available to the instructor to create summative assessments. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| The materials are in compliance with our state and district standards in regards to bias. The material topics are balanced giving multiple sides. The text seems to follow experiences of fellow students in Germany. It also incorporates a lot of historical information and multi-cultural aspect of Germany, which support the USBE Intercultural Communication Standards. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Components | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807