Course Design Summary

    This course is based on the Understanding by Design system for creating lesson plans and instruction according to the desired outcomes for the course (Wiggins & McTighe, 2005). Understanding by Design is a system for goals-based instruction that facilitates lesson planning according to the intended outcomes for the student population. For the purposes of this course, the Understanding by Design system has been adapted to facilitate communities of inquiry style learning. 

    This course is intended to teach to the current 9th grade secondary English standard as provided by the North Carolina Department of Public Instruction (2012), which is a common standard in several other statewide systems as well. The course is based on group evaluation and discussion of modern culture, which provides an engaging social atmosphere and motivation to learn the required skills, in a communities of inquiry setting. Communities of inquiry that are facilitated through instructor social and cognitive engagement tend to become epistemically-engaged self-regulating learning groups where the social dimension in the classroom is included and considered a part of instructor presence and student learning (Shea & Bidjerano, 2010). 

    In order to facilitate a community of inquiry setting, a substrate must be created for the learning group process, positive rapport established and shared values discovered through an awareness of social presence.

    Competencies in English can come from a critical awareness of others' writing, modern culture can provide the substrate which students may need to learn and process the required standards. The goal of utilizing modern culture and mass media texts as a part of a course on English is to facilitate the development of critical analysis skills required by the English course standards. Additionally, mass media tends to mainstream stereotypes and social values present within the prevailing culture, and evaluating modern culture begins a study of the origins of stereotypes and communally held values about society and social groups (Holtzman, 2000). As media is evaluated and a critical awareness of the quality of the media and the values contained within the media is raised, a perception forms which allows the consumer to juxtapose the values disseminated in mass media with the individual's own values or compared with existing social group values, the video about violence in the media located on the media resources tab discusses much of the evidence to that end (Hixson, 2012). Dave Grossman (2009), discusses the escalation of violence and violent attitudes present in mass media and modern culture, and as an individual who had worked as an educator at West Point he recommends a critical evaluation of and re-sensitization to the antisocial values and metaphors that may be present in modern culture. 

    The goal of this preparatory English class is to provide secondary students with the skills and knowledge necessary to meet the listed standard, and also to be capable of critically evaluating modern culture and media texts. The course is designed to give students some advance preparation for college writing ENG-101 by requiring an assignment that is created as an academic essay which can be peer-reviewed and adheres to academic standards. 

    The assessment system created for the course allows the instructor to customize the formative feedback instrument and administer it as many times as necessary to measure student confidence in either the weekly requirements or to measure the overall confidence in the five academic standards set for the course. 

    The cross-cultural analysis part of the course is designed to allow students to think critically about cultural viewpoints present in the creation of literature and media texts, as well as to provide a source of challenge in the final phase of the course, a description of differences in cross-cultural communications can be found in this communications guide for social change leaders (Hixson, 2014).

    In the context of motivation Bernard Weiner (2010), articulates the attribution theory of motivation in a way that demonstrates people will tend to work toward goals which they find valuable and attainable, so long as they feel they are capable of attaining the goals and effective in the motivational context. The communities of inquiry setting is designed to engage students in learning which they find valuable by also providing a high degree of both independent and group autonomy as students who are developing the learning goals and selecting the assignments for the course, students who work together may be able to share skills and reduce the risk of failure by socially creating an epistemology for learning the course material, and the process may foster more intrinsic learning motivation.

    What follows is a complete lesson plan and template for the teaching of a college English preparedness course. 


English Prep Course Templates
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Stage 1 – Desired Results (North Carolina Department of Public Instruction, 2012)

Content Standards

·                    Determine central ideas or
themes of a text and analyze
their development; summarize
the key supporting details and
·                  Assess how point of view or
purpose shapes the content and
style of a text.
·                  Delineate and evaluate the
argument and specific claims in
a text, including the validity of
the reasoning as well as the
relevance and sufficiency of the
·                  Write informative/
explanatory texts to examine
and convey complex ideas,
concepts, and information
clearly and accurately through
the effective selection,
organization, and analysis of

a) Introduce a topic; organize

complex ideas, concepts,

and information to make

important connections and

distinctions; include

formatting (e.g., headings),

graphics (e.g., figures,

tables), and multimedia

·                  Analyze a particular point of
view or cultural experience
reflected in a work of literature
from outside the United States,
drawing on a wide reading of
world literature.

Unpacked Standards:
Students are required to use textual evidence that is convincing and complete to support their ideas. Citing from the text may include a formal citation or a verbal reference. Analysis should include inferred and literal meanings. Students in grade 9 should be introduced to the skill of determining the difference between strong evidence and insufficient or unreliable details.

Students should understand how much evidence is needed to support a claim. These skills should build as students continue to cite evidence both formally and informally.   

Students should be able to distinguish between text that provides strong support and text that is not related, uncertain, or insufficient as evidence. Their analysis should offer insights that show they can derive understanding from details that are directly stated as well as from those that are implied.

After determining the figurative and connotative meanings of words, students need to consider the significant influence of the author’s word choice as a whole on the text’s tone or overall understanding. Students are asked to consider how an author crafts the structure of a text to produce a particular effect. Standard RL6 specifies world literature and requires students to examine a particular point of view or cultural experience found in that body of literature. It is important that this is introduced in grade 9 and studied more in-depth at grade 10 – using more complex literature and developing a deeper understanding of global perspectives.


·                  Selecting includes:

o   Using relevant and sufficient facts, definitions, details, and quotes

o   Using sources that are appropriate to task, audience, and purpose

o   Choosing precise words and domain-specific vocabulary

·                  Organizing includes:

o   introducing a topic

o   arranging ideas, concepts, and information to show interrelationships

o   formatting effectively

o   developing a topic

o   organizing graphics

o   providing multimedia when useful

o   using transitions to link together the major sections of the text

o   Writing a concluding statement that supports the information presented

o   Choosing a formal style and objective tone

·                  Analyzing includes:

o   Deciding what organization is most effective for purpose, audience, and task.

o   Determining how many facts, definitions, details, quotations and other information are needed

Unpacked Standards, English Prep
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Key Understanding

Essential Question



Relevance and Life Application


(Shea & Bidjerano, 2010)

Original Submissions

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Students can evaluate the text and determine any academic claims made, the organization of the text, and the central theme of the work.

Can I determine what this body of literature (text) is developed to convey, and what the purpose of the work is?

Level 1.

(Webb, 2002).

Can repeat verbatim some elements or claims in the text and recite which parts of the text are intended to be (academic) claims.

Students need to be able to consider whether a media text is persuasive, and whether the text contains sufficient evidence to support the claims therein.

Students in an inquiry session can discuss the text and individually contribute to the socially constructed list of itemized claims and statements, while deciding on the format of the text.

Can be assessed with a multiple-choice quiz about specific claims in the text.

Assess how point of view or purpose shapes the content and style of a text.

Students can evaluate the cultural or academic setting of the text and determine the author’s initial point of view or abstract

Can I “put myself in the writer’s shoes”; and understand the setting, purpose, and scope of the work?

Level 2. (Webb, 2002)

Requires some mental recall, cognitive application and subsequent processing of the content of the source material.

Students learning from academic and liturgical texts must evaluate the writer and her or his original contextual framework.

Students during inquiry time may process the texts and interpret any assumptions made about the social context of the work and the author.

Can be assessed in the classroom during inquiry time, or through a reading test relating the figure-ground contrast between context and author.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Students can understand the central tenants of an argument or position created by the work or abstractly discuss the purpose of the author’s writing according to the precise claims made in the work.

Do I clearly understand the purpose and scope of the message in the work, and do I feel that the evidence presented in the work is valid or rhetorical?

Level 3. (Webb, 2002)

Students begin to connect claims and ideas presented in the work and go beyond the writing to apply the ideas from the work to their own ideas on the subject. Students can generalize the claims in the work.

Students who read textbooks, course materials, literature, or academic work must be able to weigh the value of evidence presented in the work or contrast the ideas in the work with internal or external values in the social context.

Students during inquiry time can state their level of agreement with the work or the claims made in the work, and collaborate over the synthesis of the claims made in the work in order to decide whether the author’s reasoning is relevant to their experience or essential questions.

Classroom observing, and any discussion notes or group facilitation instrument developed during inquiry time.

Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Students can reciprocate academic reading through writing, and synthesize written work that demonstrates knowledge of the literature from multiple sources cited.

I’ve read the literature, and understand the claims in academic works, can I write a generally supported academic paper with citations?

Level 4. (Webb, 2002)

Requires higher-ordered perception of literature and cognitive processing deep enough to synthesize ideas from multiple sources on a subject.

Students moving forward in academic work must be able to present literature or academic summaries which synthesize knowledge from multiple sources cited.

Students during inquiry time can be led in a discussion about the elements contained in an academic work, and begin to mirror literature as it had been discussed in other inquiries

Original academic paper on a subject citing at least three sources. Proper formatting and style required.

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Students can understand the cross-cultural relevance of others’ literary work and contrast between ethnocentric literature and texts which are sourced in cross-cultural awareness.

What if I took this set of ideas out into another social context, would the work have the same meaning?

Source of Challenge (Webb, 2002)

An awareness of cross-cultural standards may enable a student to create written work that is culturally sensitive, where students without this awareness may write to an ethnocentric audience.

Cross-cultural awareness raises cognitive understanding of worldwide literature, communications, business structures and the central themes in academic work. Cross-cultural understanding of media texts is the higher-ordered level of literary understanding, and the source of challenge for written communications.

Students in an inquiry group begin understanding how their own social standing or community values might influence the interpretation of media texts. Students can then abstractly recognize the subjective nature of written communication and write effectively for cross-cultural audiences.

Cross-cultural evaluation of submitted written work.

Understanding By Design Course Template
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Learning Plan

Learning Activities:

The goal of the course is to bring a community of inquiry together among students around modern culture. The students will select which media texts to work on, organize their structure for evaluating the media texts, compare the viewpoints within the texts to their own, summarize and evaluate a media text, and then compare the products of the class cross-culturally to self-reflect on the mores and memes which may have been different about the text when measured across cultures.


Students will

  • Familiarize themselves with each other, form a working group and establish rapport.
  • Establish the cultural viewpoint of the group.
  • Familiarize themselves with different media texts whether periodicals, music, TV, movies, or games.
  • Establish the viewpoint of a selected text
  • Create an essay explaining an analysis of an individually selected text of the chosen type.
  • Resolve the analysis cross-culturally during discussion.


 Learning Activities: 

·         Going from a non-critical viewpoint of media texts toward critical thinking

·         The students are participating by selecting media types and media texts

·         The students will create a group epistemology by examining the values of the culture

·         The student will be prepared to write a well-formatted essay about a media text

·         The student will critically analyze mass-media

·         The student group will process and evaluate their learnings as a community of inquiry


Daily Schedule: 

10 Minute Group Introduction and Reconnection

20 Minute Instructor-Led Participation and Lecture Time

15-20 Minute Peer-Group Inquiry Discussion Time

10-15 Minute Independent Work, One-To-One Interaction, Weekly Feedback Questionnaire

 Total 60 Minute Course Periods Twice a Week. 


Weekly Modules:

Week 1

Lesson Activities:                                                                                                                                                                      

Group-phase activities including introductions, social processing, forming the group and establishing roles in the community of inquiry.

Materials Needed:                                                                                                                                                              

“Talking stick” or other organizational method for creating an effective circle process (Pranis, 2005).         

Week 2

Lesson Activities:                                                                                                                                                                       

Current events lecture and discussion to assist students in identifying the values and mores present in current events. Group processing time to discuss the differing viewpoints within the group surrounding current events. The group will identify shared values.

Materials Needed:                                                                                                                                                              

Media texts selected by the instructor for presentation representing an appropriate and controversial issue from current media.

Week 3

Lesson Activities:                                                                                                                                                                       

Short lecture series differentiating the various kinds of media texts, whether periodicals, music, television, movies, or video games. The group will coalesce to select a media type for analysis during the essay assignment.

Materials Needed:                                                                                                                                                             

Classroom aid designed to present the various types of media texts as a lecture. This can be a powerpoint presentation, or a compilation of preselected material from the instructor.

Week 4

Lesson Activities:                                                                                                                                                                       

The group will process an instructor selected text of the student selected media type. Each student will view, read, or otherwise engage in participation with the predesignated media text. The group viewpoint about the selected text will be created in group process.

Materials Needed:                                                                                                                                                              

A pre-selected media text of the chosen type with the appropriate permissions acquired for classroom use. Any equipment required to present the chosen media text is also required.                                                                    

Week 5

Lesson Activities:                                                                                                                                                                      

Lecture series on academic writing, formatting, and standards. The students will prepare themselves with the instructor’s assistance to complete the media analysis essay. Students will select the appropriate text for analysis during student-instructor feedback time.

Materials Needed:                                                                                                                                                              

A short (15 minute) pre-compiled presentation about appropriately citing media texts in APA style. Instructor-provided APA style website or online resource for student reference. Instructor-provided annotated APA-formatted research article provided as a visual learning aid.

Week 6

Lesson Activities:                                                                                                                                                                       

Resolve the learning. Students will come together to discuss the assignment that was created and compare their assumptions about the given media texts with cross-cultural values. If the course is held in an independent or western context the class participants will compare their findings with a collective or eastern context culture.

Materials Needed:                                                                                                                                                             

Feedback worksheets collected throughout the course. A short presentation on the difference in cultural contexts such as the one shown on the website http://www.dxed.org/media-resources (Hixson, 2014). A group presentable version of the grading rubric for the written assignment as well as the group participation requirement.                                                                                                                                                                                           

Feedback Strategies

  • Group facilitation and instructor-group social participation.
  • Passive instructor observation during participant-participant interactions, with case notes.
  • Weekly module close Likert-scale feedback forms.
  • Independent instructor-student interaction time.
  • Group-instructor participation during inquiry time.


Individual Feedback Worksheet  The feedback worksheet is a Likert-scale which will be used as an instrument throughout the course (Hixson, 2015a). The last fifteen minutes of every class period is scheduled as independent work and instructor feedback time. This time can also be used for instructor-group interactions using circle processes to acknowledge each class member as a part of the group process to positively evaluate the progress of the group (Pranis, 2005). Group progress is to be checked according to a confidence inventory of the essential questions created to meet the standards designed for the course (Unpacked Standards). A Feedback Scoring Sheet is provided for tracking the feedback worksheets and standards in the course. 

Learning Activities
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Performance Task(s):


  • The Goal of the assignment is to create a credible and properly formatted academic work.
  • The Role of the students is to participate in the discussion of modern culture and the learnings associated with standard academic writing.
  • The Audience is the instructor who may choose to recognize individual works with the rest of the class group.
  • The Situation is the social presence of the student in a myriad of media and literature texts that influence values.
  • The Product is a written work containing at least three citations including those to the media texts in question.
  • The Standard is the correct grammar, punctuation, and academic style of the written work. 

Week 1

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Content Standard(s):

·         Develop a positive group rapport and understanding of the course expectations and standards.

·         Begin forming a communities of inquiry setting.


Students will understand that…

  •  Communities of inquiry learning focuses on group participation
  • Contributing learnings to the group process is recognized by the group
  • The overall epistemology for learning and discussing the course material is facilitated by the instructor but created by the learning group

Essential Questions:

  •  As a student, how do I connect with the learning group during discussion time?
  • What are the appropriate discussion norms?
  • What are the expectations about participation in the course?
  • How does participating in a communities of inquiry group enhance my learning of this subject?
  • What are the overall expectations for performance in this course?

Student objectives (outcomes):

  • Students will "break the silence" and form an active discussion group.
  • Students will understand group processing norms and begin to form roles in the learning group.
  • Students will understand the role of the instructor and the performance expectations (rubrics) for the rest of the course.

Students will build relationships by…

  • Presenting introductions and personal goals for the course
  • Discussing, creating, and implementing functional group norms
  • Discussing prior knowledge of academic writing standards and experience
  • Sharing about current events and cultural texts present in mass media and modern culture.


Stage 2 – Assessment Evidence



  • Initial Likert-scale confidence inventory and formative self-assessment form (link)
  • Self awareness of group performance
  • Self-evaluation or reflection on experience as a part of group discussion in a weekly journal


Other Evidence (assessments)

  • Instructor observations about individual group engagement and participation.
  • Assessment and facilitation of group processing and forming phase.
  • Group norms worksheet product, copied from group interaction time.

Week 2

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 Content Standards (North Carolina Department of Public Education, 2012):

  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


Students will understand that…

  • The central idea or theme of a media text can be presented around an event, and perceptions of the event may juxtapose the central idea, and change opinions about the event.
  • Arriving at an agreed upon summary that is clearly understood and credible requires awareness of the key supporting details and ideas.

Essential Questions:

  • Is my idea about the central theme of the text, the same as other perceptions from the learning group? How do I decide the central idea in the presentation?
  • Which ideas about the text in the group seem the most credible, what details support those ideas?
  • As we arrive at a summary of the current events in the media, does that help the group reach the same conclusions or agreements about the central idea of the text?
  • Which ideas during discussion are or are not directly related to the events in the media text?

Student objectives (outcomes):

  • Students will understand credibility and examine the way perceptions of the same event may differ from person to person
  • Accurate summaries reflect accurate details and supporting information
  • Formulating a tenable position or agreement about an event or media text requires a clear summary of supporting ideas.

Students will build relationships by…

  • Students will work together after the instructor-led presentation to evaluate the ideas presented in the text and determine the central thesis and supporting ideas
  • Students will discuss their perceptions of the event and differing opinions in order to process the events in the text and observe which perceptions or arguments seem the most credible
  • Students will work together to identify the supporting ideas in the text and demonstrate how the supporting ideas develop their perceptions of the text.
  • Students will collaborate and arrive at a summary of the event as well as a meaningful opinion about the media text and articulate a position regarding the cultural text. Students will demonstrate the difference between a summary and an opinion together.

Stage 2 – Assessment Evidence



  • The peer-led group will identify the central ideas in a text, and self-evaluate their efficacy in determining the central theme
  • The peer-led group will demonstrate the necessity to understand supporting details by determining which perceptions of the text seem most credible.
  • The peer-led group will assess their efficacy in terms of understanding the text and summarizing the event according to the text.
  • Weekly Journal


Other Evidence (assessments)

  • The product of the group discussion is a tenable position about a media text and a group-formed epistemology regarding current events.
  • Classroom participation aids and notes presented as a part of the group brainstorm session demonstrate the epistemic engagement of the group.
  • Students may or may not demonstrate knowledge of central ideas presented in the current events presentation, as the group develops the shared epistemology, students may share the new skill for selecting central ideas with the group.
  • As the learning group summarizes, the central ideas arrived at should reflect the supporting details and facts regarding current events, and contain a reflection of the central theme as perceived by the community of inquiry.

Week 3

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Content Standard(s) (North Carolina Department of Public Education, 2012):

  • Assess how point of view or purpose shapes the content and style of a text.


Students will understand that…

  • Different media types and styles affect the perception of the key ideas in the text.
  • Various text mediums are appropriate for different kinds of information.

Essential Questions:

  • How does the selected medium and style affect the purpose of the text?
  • Does the text appear more or less credible using this medium?
  • What kinds of media reaches which kinds of audience?
  • Which content is best served by which style of text?

Student objectives (outcomes):

  • Students will select the appropriate medium and style to evaluate for their upcoming modern culture essay, according to the relevance of the content and style of the medium in the current cultural milieu.

Students will build relationships by…

  • Students will work together and with the instructor to evaluate the different types and styles of media and select the appropriate medium for the modern culture evaluation essay due in week 5.

Stage 2 – Assessment Evidence



  • Weekly Journal
  • Peer Group Evaluation of Modern Culture Styles


Other Evidence (assessments)

  • The group will have processed different types of mass media and modern culture and formulated a shared perception of modern culture.
  • The selected media style should reflect the student's awareness of the purpose and scope of media texts, the kinds of channels they are communicated through, and the way in which the type of text changes it's purpose.

Week 4

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Content Standard(s): (North Carolina Department of Public Education, 2012).

  • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.


Students will understand that…

  • Each media text is written from a pre-existing cultural background and viewpoint, and the presentation provides a viewpoint or critical expression of the central theme. Key ideas in the text influence the student's perception of the central theme.

Essential Questions:

  • What are the values and viewpoints which the media text is created from?
  • Does the media text influence my perception of the central theme in the text?
  • Does the text provide viable reasoning and supporting ideas to arrive at the conclusions presented?
  • Does there need to be supporting evidence for the text to influence my values?

Student objectives (outcomes):

  • Students will evaluate a media text and be able to describe the point of view the media was generated from, the central ideas in the text, the efficacy of the text in terms of influencing group values, and the key ideas which influence the perception of the text.

Students will build relationships by…

  • Sharing in the reading, watching, listening to, and group processing of a pre-selected media text of the medium selected by the learning group.

Stage 2 – Assessment Evidence




  • Weekly journal entry specifically reflecting on the pre-selected text.


Other Evidence (assessments)

  • Group participation may increase while the community of inquiry becomes engaged in understanding and discussing the key ideas in the media text

Week 5

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Content Standard(s): (North Carolina Department of Public Education, 2012).

·                  Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content (media texts).


Students will understand that…

·                  Students can reciprocate academic reading through writing, and synthesize written work that demonstrates knowledge of the literature from multiple sources and properly cited media texts.

Essential Questions:

·                  If as a student you have come to understand media and academic writing, can you create an independent study of your own?

·                  As you are creating academic work, does your writing reflect accurately the style and standard criteria needed to demonstrate academic credibility?

·                  Does your work contain sufficient evidence to support the conclusion of the work?

Student objectives (outcomes):

·                  Students moving forward in academic work must be able to present literature or academic summaries which synthesize knowledge from multiple sources cited.

·                  Students will begin to understand the impacts between mass media and (cross-cultural) interpersonal values.

Students will build relationships by…

  • Students will work together to discuss and select media texts, and some extra discussion time will be designated for the inquiry of academic writing and instructor-facilitated learning about formal academic style. 
  • Students will briefly discuss why and how academic writing style influences the perception of their work.
  • Students will briefly discuss how media and the credibility of the media influences their thoughts and actions.


Stage 2 – Assessment Evidence



·                  Peer review and discussion of written work, music, movies, or television shows.

·                  Individual reflection and processing with instructor during feedback time.

·                  Written Likert-scale standardized formative assessment and student self-evaluation forms.


Other Evidence (assessments) 

·                  The level of compliance with academic writing standards.

·                  The credibility of sources cited.

·                  The perception of credibility of the completed work.

·                  Other evidence does not include personal or political opinion of the media evaluated, or any assessment of the argument(s) presented in the work, other than to assess compliance with academic writing guidelines.

Week 6

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Content Standard(s): (North Carolina Department of Public Education, 2012).

·         Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


Students will understand that…

  • The prevailing cultural milieu of academic work and modern cultural texts tends to influence the viewpoints which the media is generated from.
  • Awareness of external cultural environments can influence the perception of academic work.

Essential Questions:

  • If my work were shared in a contrasting cultural context, would my conclusions about the text I'd evaluated be considered as valid?

Student objectives (outcomes):

Students will be able to objectively evaluate their work according to the cultural milieu of the learning group, and compare and contrast assumptions about culture which may be present in independent works.

Students will build relationships by…

  • Students will share their written work and discuss their experiences evaluating modern culture and contrasting the communally held values of the learning group across a juxtaposed (collective versus individual) cultural framework.

Stage 2 – Assessment Evidence



  • Final weekly journal.
  • Peer-review of completed work.
  • Group sharing about the completed work.


Other Evidence (assessments)

  • Instructor evaluation of written work and recognition of achievement in-class.
  • Group participation in the discussion of cultural contexts and level of engagement comparing and contrasting cultural norms.
  • Final written assessment worksheets.

    The formative assessment tool presented here for use during the course is designed to measure student confidence in exactly five essential questions. Since the course is developed around exactly five standards which are listed in the unpacked standards section of this page, the essential questions and rubrics can be created in the instrument to measure the overall performance of the learning group, or the instrument can be customized to measure five essential questions within each given week. The instrument can be administered weekly, or three times during the entire course to track student confidence according to the established course standards. The forms presented here work best when they are downloaded to a PC computer and modified to meet the instructor's specific needs for the given course. The instructor will need to formulate a rubric based on the five standards presented for this course to include with the assessment system. 

    The self-assessment feedback worksheet is the component of the assessment that is customized and given to the students, the feedback worksheet scoring sheet is designed to score each assessment given in order to provide statistics for the entire learning group.

Self-Assessment Feeedback Worksheet
Feedback Worksheet Scoring Sheet (Works in Microsoft Excel)


Grossman, D. (2009). On Killing: The Psychological Cost of Learning to Kill in War and

     Society. New York, NY: Back Bay.

Hixson, S. (2014, September 30). Communication guide for social change leaders [Video

     Podcast]. Retrieved from: https://www.youtube.com/watch?v=k0sKwLknVWg

Hixson, S. (2012, April 7). Violence & media [Video Podcast]. Retrieved from: 


Hixson, S. (2015a). For teachers [Web Log]. Retrieved from: http://www.dxed.org/for-teachers

Holtzman, L. (2000). Media messages: What film, television, and popular music teach us about

     race, class, gender and sexual orientation. Armonk, NY: M. E. Sharpe.

 North Carolina Department of Public Instruction (2012). English / language arts unpacked

     content. Retrieved from:


Pranis, K. (2005). The little book of circle processes. Intercourse, PA: Good Books.

Shea, P. & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-

     regulation, and the development of a communities of inquiry in online and blended learning

     environments. Computers & Education, 55, 1721-1731.

Webb, N. L. (2002). Depth of knowledge levels for four content areas. Retrieved from:     


Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of

     ideas. Educational Psychologist, 45(1), 28-36. Doi: 10.1080/00461520903433596

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Pearson.