Educator’s Guide Using Instructables With Your Students

Why to use Instructables with your students: Instructables is a great place for your students to document a project-based-learning activity. The final Instructable can serve as an assessment of the student work. In addition, such projects are aligned with the Common Core Standards for Writing. The next time your students complete a project-based-learning activity, consider using Instructables as a tool to supplement it! How to use Instructables with your students: Create a group for your students. Have students create accounts and join your group. Get permission as may be required from parents and your school or organization. Share several model Instructables with your students to demonstrate a good project. What kind of projects this rubric is good for: The simplest way for your students to use Instructables is for them to use the site the same way its regular users do – as authors of Instructables that document their individual projects. This rubric was designed to work especially well with a project-based-learning activity where students have the freedom to create their own project but are all required to document that work in the same way, in this case via Instructables. About this rubric: The scoring criteria for Written Communication are drawn directly from the Common Core Standards for English Language Arts and Literacy in History, Social Science, and Technical Subjects. The full standards can be found at An appendix of relevant standards can be found at the end of this document. Please modify this rubric as needed for your students, and please share how you use it!

Advanced proficiency Proficient Gaining proficiency Needs improvement Written communication  Covers 5-6 of the points below  Covers 3-4 of the points below  Covers 1-2 of the points below  Does not cover the points below  Title clearly fits and explains project  Introduction explains background and motivation for the project  Project steps are detailed enough to be replicable, transitions between steps are clear  Language maintains a formal style and avoids slang and shorthand  Conclusion makes sense as a closing for the rest of the Instructable  Student cites relevant sources with hyperlinks and paraphrases contents Images and multimedia  Covers 3-4 of the points below  Covers 2 of the points below  Covers 1 of the points below  Does not cover the points below  Introduction image is descriptive of the finished project  Photos demonstrate elements of good photography (composition, focus, the rule of thirds, etc.)  Every step has at least one useful photo  Evidence of using photo editing software (where appropriate) Creativity and expression  Project is creative, with many original ideas or sights, and credit for any inspiration by other authors  Project shows some new insights mixed with other people’s ideas, and credits original authors  Project uses mostly existing ideas, but gives original authors credit  Project uses mostly existing ideas, but does not give original authors credit 4321 Name: ____________________________ Date: ____________Class: ____________ Final Score:Teacher comments:

Text Types And Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production And Distribution Of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research To Build And Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range Of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Source: Common Core State Standards For English Language Arts & Literacy In History/Social Studies, Science, And Technical Subjects, p.41.

Writing Standard 2, Grade 6 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain- specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Source: Common Core State Standards For English Language Arts & Literacy In History/Social Studies, Science, And Technical Subjects, p.42. Writing Standard 2, Grade 7 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain- specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing Standard 2, Grade 8 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain- specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Production And Distribution Of Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standard 6:. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Source: Common Core State Standards For English Language Arts & Literacy In History/Social Studies, Science, And Technical Subjects, p.43.