CHAPTER 1

The Social Dimensions of

Education

Module 3. The School and Social Change

1
Module 3. The School and Social Change

Learning Topic Resource Materials Assessment Tasks

Outcomes
During and upon Topic: The Pawilen, G.T., Reyes, Worksheet 3:
completion of the School and Social E.M., Rivera, J.A., &
A. Reflection
course the students Change Sison, T.M. (2019). The
should have: school and community, Paper
LESSON 1. school culture, and
B. Concept
Analyzed the organizational leadership.
interplay The School as an Manila: Rex Book Store. Mapping
between social Agent of Social
change and Change: An Prieto, N.G., Arcangel, C.
education and Introduction N., & Corpuz, B. B.
the forces that (2019). The teacher and
shape both LESSON 2. the community, school
social change culture and educational
and education Social Change leadership. Quezon City:
and Its Impact to Lorimar Publishing
Education
[Link]
LESSON 3. n/education-and-social-
change-an-interrelationship/
Change Forces,
Industrial [Link]
Revolution and t-
Education us/newsroom/2017/11/what
-is-social-change

[Link]
AMRITAROY26/impact-of-
social-change-on-
professional-education

[Link]
genda/2016/01/the-fourth-
industrial-revolution-what-it-
means-and-how-to-respond/

Prepared by:

RACSO C. DALIVA, EdD

MARY ANN L. DECREPITO, EdD

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 LESSON 1. The School as an Agent of Social Change: An
Introduction

Learning Outcomes:
During and upon completion of the course the students should have:
1. Discussed how the school can serve as an agent of change; and
2. Discussed how the school through education becomes a state, tool, and
effect of social change.

Introduction
Can you think of successful individuals in your community? Did they finish their
studies? How many of them were products of (a) public schools and (b) private schools?
Who among of these people changed their lives from worst (struggling lives due to
poverty) to better lives? Did their schools help them in realizing their goals/dreams? How
about you? Do you believe that this university and your schools during your
Kindergarten to high schools contributed much to your career in the future?
The questions mentioned above will guide us in analyzing and discussing the
interplay between social change and education and the forces that shape both social
change and education as well as the roles of teachers, students, administrators and other
stakeholders in fostering change and transformation.
Schools play an important role in the development of individuals and societies.
According to Mandela, ―Education is the most powerful weapon which you can use to
change the world‖ and since education is formally or informally acquired from school (in
general sense), the school is an agent for social change. In fact, schools are vital sources
of information, knowledge, and innovations.
In these modern and pandemic times, schools are still continuing its functions
(instructions, research, extension, and production) through teachers as the working
mechanisms. Schools contributed much in economic development because they produced
trained, competent, and responsible workforce, produced innovative ideas and products
that are beneficial to the economy, developed necessary social and cultural changes,
served as repository of people’s history and culture, and developed every learner to
become its quality product influenced by a school system anchored on its VMGO and
quality standards.

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 Additionally, Pranay Pandey (2020) pointed out that school is an agent of social
change because it provides education as a state, tool, and effect of social change
([Link] Based
on Pandey’s findings, we can say that school provides:
1. Education As a State of Social Change
Without education, there can be no Social Change, is what this implies, and education
therefore comes prior to social change. Many initiated reforms of the government will be
effective through education as it bridges the gap between the people and government views.
It is expected to alter the beliefs, attitudes and values among people and build in them a
desire for progress.
Education inspired many children from their poorer state to pursue their dreams or
professions to obtain a better status than their parents. The outlook of many people has
changed also due to this opportunity for education.

2. Education as a Tool of Social Change

Education provides knowledge, training and skills as well as inculcates new thoughts
and attitudes among the young refining many old superstitious beliefs and absolute values
which prevent progress into favourable enlightened ideas. Backwardness and Poverty of the
masses are mainly due to illiteracy and ignorance. Hence, education can be the instrument
of rescuing them from their plight and changed their mind sets.
Schools keep on promoting social change through their educational programs and
activities which are aligned to their VMGO and quality policy. These programs must
answer the needs of the community. The teachers are encouraged to promote social change
by their teachings as well as by their personal examples and through these, learners and
other stakeholders take over the ideas, opinions and values of the teachers as the most
respected leaders. A degree of achievement, motivation, sensitivity, high standards of
learning and performance, vocation and a desire to work for the country’s unity and
progress, all these ideals can be inculcated in the classroom by teachers.

3. Education as the Effect of Social Change

If education is the outcome of social change it means that social change has produced an
urge for education. If their effect is a great demand for education, then the nature of
education should be connected with the type of social change that occurred. Education may,
therefore, have certain objectives. Education for awareness, like, discussing, problem
solving, debate, original thinking, and life-long skills must be encouraged in the classroom
from a very early age.
Industrialization, scientific inventions and technologies are products of research,
production, extension, and innovations that made life more comfortable but pollution of air,
land and water have resulted all over the planet resulting to abnormal climate conditions
(climate change). However, through these social and environmental changes, the school
made programs and reforms to educate people on mitigating these problems.
Thus, it can be concluded that effective dynamic education may born in order to address
the unexpected changes in the society.

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 LESSON 2. Social Change and Its Impact to Education

Learning Outcomes:
During and upon completion of the course the students should have:
1. Described social change; and
2. Discussed the effect of social change in the educational system.

Social Change
Do you believe that the only permanent in this material world is change? But what
is a social change? Can you describe what social change is? Can you describe your
community including your school 10 years ago? Compare these observations to the
present society that you have right now. Are there significant changes? Are these changes
characterizing social change?
Social change is a broad term and every society develops and evolves in a unique
way on its own pace and timing as influenced by various social factors and events known
as change forces. Change is an inevitable phenomenon because it is always happening
everywhere. Society keeps on changing. These changes can be in physical, emotional,
chemical, spiritual, cultural, and technological. We can predict social changes in the
future but there is no assurance if our prediction is true due to several forces that affect
changes.
In general, sociologists define social change as change in the human interactions
and relationships that transform cultural and social transformation. Well known examples
of such change have resulted from social movements in civil rights, women's rights, and
LBGTQ rights, family rights, and others. Relationships, institutions, and cultural norms
have changed as a result of these social change movements. These changes occur over
time and often affected the society in a long period of time (long-term effects). The
following 6 megatrends were being identified by the Financial Institutions 2025 Risk
Index as changes that continuously shape and influence society (Pawilen, et. al., 2019):
1. Digitalization and technological advances. It affects everyone’s wants in
terms of gadgets, technologies, and other significant IT products and services.
It makes the finance industry as new challengers to growing customers’
expectations that drive significant IT infrastructure investment.

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 2. Demographic and behavioral changes. These changes forces financial
institutions to deal with convergent customer expectations, and new customer
bases and workforces.
3. Global talent and skills race. Competitions will occur between the graduates
of any schools in terms of their talent and skills. Talent capable of navigating a
rapidly evolving financial landscape will be required to respond to increasing
regulatory pressures.
4. Business Operating Model Pressures. Regulation, standards, and the
increasing cost of capital is exerting pressure on business operating structures,
driving segmentation, and disintermediation in the financial sector.
5. Regulatory Changes and Complexity. Variation of programs, reforms, and
laws will give pressures to the society. In finance, these will increase the cost
of capital, prompt large-scale divestment, reshape attitudes towards risk, and
redraw the boundary between retail and wholesale banking.
6. Changes in Investment, Capital Sources and Returns. Non-bank financial
institutions, fintech companies, and new investors are bringing fresh capital
into the sector while banks meet capital requirements, manage stress tests, and
spend on compliance upgrades.
Even though we accept that change is permanent, we should not accept that we are
powerless in its wake. The school is continuously keeps on moving in addressing change
especially the society’s necessity. It is the extent to which the school and our care about
the kind of social change the school and we try to shape and help it to create the kind of
"change we wish to see in the world."
Characteristics of Social Change
Social Change is:
1. universal – occurs throughout the globe;
2. an Essential law or inevitable – everything changes physically or chemically
(human wants are unlimited);
3. continuous – never cease, every society grows or decays;
4. not Bound by Time Factors or temporal – any time or through time happens;
5. having uneven Rate and Tempo – change may occur gradually or eventually
with short or long-term effects;

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 6. impossible to predict - may happen anytime, anywhere with any magnitude;
7. having chain-reaction sequences - positive or negative effect resulting to
varied people’s reactions, everyone influence another;
8. social (relationship);
9. planned or unplanned; and
10. a multi-causal - results of change forces.

Nature of Social Change

1. Social Change may be Small- scale (affects small group) or Large-scale
(large group).
2. Short-term (temporary) and Long-term Change (affects a long period of
time or permanent).
3. Social Change may be Peaceful (consensus or agreed by majority or
without force) or Violent (change implemented/resulted through force
or war).
4. Social Change may be Planned (implemented program or project) or
Unplanned (sudden or exigency).
5. Social Change may be Endogenous (originated within the society) or
Exogenous (originated from the foreign country).

Types of Social Change

1. Civilization change - It refers to the dress, food habits, production
technologies, communication system, etc.
2. Cultural change - It is associated with new knowledge of religion,
rituals, arts, literature etc.
3. Change in social relationship - It is the relationship between the father
and son, teacher and student, husband and wife, etc.
Factors Responsible for Social Change
1. Geographical factors (location)
2. Psychological factors
3. Sociological factors
4. Environmental factors
5. Scientific and technological factor

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 6. Cultural factors
7. Modernization
8. Globalization
9. Ideological factors
10. Legislative factors

Social Change Impact to Education

According to [Link] (as cited by Amrita, 2016), "Education and social
change is a two - way traffic. While education preserves, transmits and disseminates the
whole culture, social change is the instrument and precondition of educational thought.
EDUCATION AS A CONDITON OF SOCIAL CHANGE
It is noted that social change is impossible without education. Education makes the
people aware of the inadequacies of the existing system and creates a craze for social
reform. Education here is a bridge to address gaps between the existing system that lacks
something and the desirable system.
EDUCATION AS A CONDITON OF SOCIAL CHANGE
Many of the old superstitions, beliefs and outdated customs, which lead to
retarding social progress, can be prevented by education. It is to be noted that many
progressive reforms like K-12 Curriculum and Gender and Equality are implemented to
address mismatch and global advocacy for women empowerment.
EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE
Education is considered as a powerful instrument for social change, because it
deals mainly with the thought patterns and behavior patterns of younger generation. The
axe of education can cut down the thick roots of traditional superstitions, ignorance and
the backwardness. Education prepares the people for positive and progressive mindset.
EDUCATION AS AN EFFECT OF SOCIAL CHANGE
In the wake of social change, people become aware of the need for educational
progress. The changes caused by the political upheaval, industrialization, technological
progress and religious reform movements naturally demands more education in order to
maintain social equilibrium. Equality and democracy are enjoyed by any Filipinos.

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IMPACT OF TECHNOLOGICAL CHANGES
Technology is the collection of techniques, skills, methods and processes used in
the production of goods or services or in the accomplishment of objectives, such as
scientific investigation. Technological change, technological development, technological
achievement, or technological progress is the overall process of invention, innovation
and diffusion of technology or processes.
Technological revolutions enabled societies to industrialize urbanize, specialize,
bureaucratize, and take on characteristics that are considered central aspects of modern
society. Technological changes have influenced attitudes, beliefs, traditions and
education.
EDUCATIONAL TECHNOLOGY
Educational technology is the effective use of technological tools in learning. As a
concept, it concerns an array of tools, such as media, machines and networking hardware,
as well as considering underlying theoretical perspectives for their effective application.
In the last decade, however, an explosion of technological equipment to enhance
communication, entertainment, and retrieval of information has pushed young children’s
education and interests in very different directions (Wartella & Gray, 2004).
Recent Advances in Educational Technology
 Classroom Management Software (i.e. e-grade)
 Learning Management Systems or LMS (i.e. Google Classroom)
 Classroom Audio Systems (i.e. audio visual system)
 Educational Apps (i.e. e-books)
 Using Cloud Computing for Educational Technology
ADVANTAGES OF TECHNOLOGICAL CHANGES
 Easy access to information.
 Greater interest in learning.
 Increased retention of information.
 Robust information storage.
 Better presentation of information.
 Teaching made interactive.
 Knowledge sharing made easy.

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TECHNOLOGICAL CHANGES INFLUENCING EDUCATION
 Knowledge sharing
 Technology as a teaching aid
 Technology has made student life easy
 Information storage
 Information accessibility
 Technology has eliminated space and time constraints
 Mutual impact
CHALLENGES OF TECHNOLOGICAL ADVANCEMENTS
Despite its benefits, technology is still a disruptive innovation (slow internet
speed), as well as an expensive one. Faculty members are forced to invest time in
learning new approaches with little budget support. It fosters challenges to
authentic distance learning and online degree programs.
Technology will continue to have significant role in the advancement of
education. Distance learning and online programs are gradually gaining a firm
foothold in academic institutions all over the world.
Thus, the following are the impacts of social change to education:
1. These social changes demands that all educational institutions at any level must not
only respond to these changes but they must evolve and be advanced. This is why
the university undergoes accreditation and SUC leveling.
2. Commitment to academic, operational, and organizational excellence coupled with
deep devotion or dedication to contribute to the development of the community are
essential in attaining the VMGO of the schools.
3. School curriculum and all educational programs and projects need not only to be
relevant and responsive to the needs of the society but need to evolve with the
various changes and challenges happening in the society.
4. New ways of teaching and learning must be developed, introduced and utilized.
Educational technology must be utilized to improve access to quality education.
5. Teachers must be equipped with high level of pedagogical content knowledge and
technological (ICT) skills to address social change.
6. New courses, programs, and disciplines must be developed to respond the needs of
society.

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 LESSON 3. Change Forces, Industrial Revolution and Education

Learning Outcomes:
During and upon completion of the course the students should have:
1. Identified change forces in the society; and
2. Discussed the impact of industrial revolution in the educational
system.

Change Forces
There are several factors both internal and external which bring social change.
Any change in these factors necessitates change in the society.
Accdg to Sergiovanni (2000), the 6 forces affecting social change are:
1. Bureaucratic forces. These are rules, mandates, orders, and other requirements
intended to provide direct supervision, standardized work process, or
standardized outcomes that are used to prescribe change. Examples: CMO’s,
DepEd Orders and Memos, Presidential Decree, etc.
2. Personal forces. Personalities, leadership styles, attitudes, and interpersonal
skills of change agents that could push for changes to happen in school.
3. Market forces (motivation). Competition, incentives, and individual choice that
are used to motivate change. Example: Harvest of Excellence/Gawad Parangal
4. Professional forces. Standards of experts, codes of conduct, collegiality, felt
obligations, and other professional norms intended to build professional
community to compel change. Example: Code of Ethics
5. Cultural forces. Shared values, goals, beliefs, practices, and ideas about
pedagogy, relationships, and politics intended to build covenantal community
that is used to compel change. Example: Padrino System
6. Democratic forces (shared commitments). Democratic social contacts and shared
commitments to the common goal intended to build a community that is used to
persuade change. Example: GAD Programs are integrated in the school programs
and projects.

The schools need to build internal commitment to be an instrument of positive

change towards positive social transformation. This is essential contributor to school
effectiveness. This means that all stakeholders especially the internal (teachers,
administrators, students, and staff) must experience a high degree of ownership and a
feeling of high responsibility on the changes they wish to see in the future. Thus,
cooperation, collaboration, and open communication are essentials. It also requires ethical
and moral leadership from school heads or administrators and all members of the school
must possess innovative behaviors and thirst for new creation.

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Industrial Revolution and Education
To have an idea about the industrial revolution, let us read the article below. This
was taken from Schwab (2016) retrieved April 5, 2021 from
[Link]
and-how-to-respond/ .
We stand on the brink of a technological revolution that will fundamentally alter the
way we live, work, and relate to one another. In its scale, scope, and complexity, the
transformation will be unlike anything humankind has experienced before. We do not yet
know just how it will unfold, but one thing is clear: the response to it must be integrated and
comprehensive, involving all stakeholders of the global polity, from the public and private
sectors to academia and civil society.

The First Industrial Revolution used water and steam power to mechanize
production. The Second used electric power to create mass production. The Third used
electronics and information technology to automate production. Now a Fourth Industrial
Revolution is building on the Third, the digital revolution that has been occurring since the
middle of the last century. It is characterized by a fusion of technologies that is blurring the
lines between the physical, digital, and biological spheres.

There are three reasons why today’s transformations represent not merely a
prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct
one: velocity, scope, and systems impact. The speed of current breakthroughs has no
historical precedent. When compared with previous industrial revolutions, the Fourth is
evolving at an exponential rather than a linear pace. Moreover, it is disrupting almost every
industry in every country. And the breadth and depth of these changes herald the
transformation of entire systems of production, management, and governance.

The possibilities of billions of people connected by mobile devices, with

unprecedented processing power, storage capacity, and access to knowledge, are
unlimited. And these possibilities will be multiplied by emerging technology
breakthroughs in fields such as artificial intelligence, robotics, the Internet of Things,
autonomous vehicles, 3-D printing, nanotechnology, biotechnology, materials science,
energy storage, and quantum computing.

Already, artificial intelligence is all around us, from self-driving cars and drones to
virtual assistants and software that translate or invest. Impressive progress has been made in
AI in recent years, driven by exponential increases in computing power and by the
availability of vast amounts of data, from software used to discover new drugs to algorithms
used to predict our cultural interests. Digital fabrication technologies, meanwhile, are
interacting with the biological world on a daily basis. Engineers, designers, and architects
are combining computational design, additive manufacturing, materials engineering, and
synthetic biology to pioneer a symbiosis between microorganisms, our bodies, the products
we consume, and even the buildings we inhabit.

Challenges and opportunities

Like the revolutions that preceded it, the Fourth Industrial Revolution has the
potential to raise global income levels and improve the quality of life for populations
around the world. To date, those who have gained the most from it have been consumers
able to afford and access the digital world; technology has made possible new products and

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services that increase the efficiency and pleasure of our personal lives. Ordering a cab,
booking a flight, buying a product, making a payment, listening to music, watching a film,
or playing a game—any of these can now be done remotely.

In the future, technological innovation will also lead to a supply-side miracle, with
long-term gains in efficiency and productivity. Transportation and communication costs
will drop, logistics and global supply chains will become more effective, and the cost of
trade will diminish, all of which will open new markets and drive economic growth.

At the same time, as the economists Erik Brynjolfsson and Andrew McAfee have
pointed out, the revolution could yield greater inequality, particularly in its potential to
disrupt labor markets. As automation substitutes for labor across the entire economy, the net
displacement of workers by machines might exacerbate the gap between returns to capital
and returns to labor. On the other hand, it is also possible that the displacement of workers
by technology will, in aggregate, result in a net increase in safe and rewarding jobs.

We cannot foresee at this point which scenario is likely to emerge, and history
suggests that the outcome is likely to be some combination of the two. However, I am
convinced of one thing—that in the future, talent, more than capital, will represent the
critical factor of production. This will give rise to a job market increasingly segregated into
―low-skill/low-pay‖ and ―high-skill/high-pay‖ segments, which in turn will lead to an
increase in social tensions.

In addition to being a key economic concern, inequality represents the greatest

societal concern associated with the Fourth Industrial Revolution. The largest beneficiaries
of innovation tend to be the providers of intellectual and physical capital—the innovators,
shareholders, and investors—which explains the rising gap in wealth between those
dependent on capital versus labor. Technology is therefore one of the main reasons why
incomes have stagnated, or even decreased, for a majority of the population in high-income
countries: the demand for highly skilled workers has increased while the demand for
workers with less education and lower skills has decreased. The result is a job market with a
strong demand at the high and low ends, but a hollowing out of the middle.

This helps explain why so many workers are disillusioned and fearful that their own
real incomes and those of their children will continue to stagnate. It also helps explain why
middle classes around the world are increasingly experiencing a pervasive sense of
dissatisfaction and unfairness. A winner-takes-all economy that offers only limited access to
the middle class is a recipe for democratic malaise and dereliction.

Discontent can also be fuelled by the pervasiveness of digital technologies and the
dynamics of information sharing typified by social media. More than 30% of the global
population now uses social media platforms to connect, learn, and share information. In an
ideal world, these interactions would provide an opportunity for cross-cultural
understanding and cohesion. However, they can also create and propagate unrealistic
expectations as to what constitutes success for an individual or a group, as well as offer
opportunities for extreme ideas and ideologies to spread.

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Impact of Industrial Revolution to Education
1. It brought significant social transformation that created a new world economy
characterized by wider employment opportunities, demand for quality,
competitive, and flexible workers, globalization, millennial workforce, mobility,
technological advancement, and new behaviors. This calls for the educational
system to develop graduates who are equipped with knowledge, new skills, and
prepared for responding to the various social changes that may suffice on their
career path. Thus, streamlining of the curriculum is a must.
2. Education should adjust itself to different social changes and demands. The
schools should develop programs that prepare students to become data, technology,
and human literate.
a. Data Literation – the ability to read, analyze, and use information in the
digital world.
b. Technology Literation – the ability to understand mechanical (system)
work and to use the application of technology like coding, artificial
intelligence, and engineering principles.
c. Human Literation – Humanities, Communication and Design. This calls for
development of leadership skills, social competence, collaboration,
teamwork, professionalism, and new sets of values to be developed among
students.
3. The school and the educational system should be at the forefront of human and
social issues by igniting people’s imagination to be more creative, critical, and
innovative in creating a desired future for all the people.
4. The schools should collaborate with various agencies and institutions to
benchmark and improve educational system and practices to become advanced and
more relevant to the lives of the people.
5. The schools should revisit their academic programs, researches, and programs and
focus on what are essential skills that need to be learned by the people to become
more productive in the society. According to the World Economic Forum in 2016,
the essential skills are:
i. Complex problem solving
ii. Innovation skills

14
 iii. Critical thinking
iv. Creativity
v. People management
vi. Collaboration
vii. EQ
viii. Decision making
ix. Negotiation skills
x. Entrepreneurship
xi. Cognitive fluency

15
Worksheet 3. Just follow the directions stated in every task.

Task 1. Make a reflective analysis.

Directions: Think of your previous schools (from K to 12) and
make a reflective essay (not less than 100 words) using the following
guide questions.
1. Which of your former school/s is/are considered as
positive agent of change? Why did you say so? Justify
based on its contributions to your community and based
from the concepts presented in this module.
2. As one of the products of that school/s, how will you show
that you are also promoting positive change in your
community especially in your home? Specify and illustrate
your answer.
Task 2. Make a summary.

Directions: Summarize the impacts of social change and

industrial revolution to education using concept maps or
organizers. Then, write/draw these maps/organizers in
coupon bond.

Task 3. Make a video clip.

Directions: Make a Tik Tok showing at least 2 change forces

present in your educational delivery (mode of learning) this
semester.

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 Rubrics for Student’s Reflections

Above Meets Approaching Below

Expectations Expectations Expectations Expectations

Reflective The reflection The reflection The reflection The

Thinking explains the explains the attempts to reflection
(40%) student’s own student’s demonstrate does not
thinking and thinking about thinking about address the
learning his/her own learning but is student’s
processes, as learning vague and/or thinking
well as processes. unclear about and/or
implications for the personal learning.
future learning. learning
process.

Analysis The reflection is The reflection The reflection The

(40%) an in-depth is an analysis attempts to reflection
analysis of the of the learning analyze the does not
learning experience and learning move beyond
experience, the the value of experience but a description
value of the the derived the value of the of the
derived learning learning to self learning to the learning
to self or others, or others. student or experience.
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The

Connections articulates articulates attempts to reflection
(20%) multiple connections articulate does not
connections between this connections articulate
between this learning between this any
learning experience and learning connection
experience and content from experience and to other
content from other courses, content from learning or
other courses, past learning other courses, experiences.
past learning, experiences, past learning
life experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
_

Rubrics for Concept Mapping

Presentation & Organization Content & Discussion Making Connections

of Ideas (50%) (40%) (10%)
Exemplary (95 -  Illustrate a clear concept  Demonstrates an accurate It articulates multiple
100)  Addresses the question and complete connections between
 Presents arguments in a logical understanding of the learning experience and
order question content from other courses,
 Uses acceptable style and  Uses several arguments past learning, life
grammar (no errors) and backs arguments experiences and/or future
with examples, data that goals.
support the conclusion
Quality (90 - 94)  Combination of above traits, but  Uses only one argument It articulates connections
less consistently represented (1-2 and example that between this learning
errors) supports conclusion experience and content from
 Same as above but less thorough, other courses, past learning
still accurate experiences, and/or future
goals.

Adequate (85 - 89)  Does not address the question  Demonstrates minimal It attempts to articulate
explicitly, though does so understanding of connections between this
tangentially question, still accurate learning experience and
 States a somewhat relevant  Uses a small subset of content from other courses,
argument possible ideas for support past learning experiences,
 Presents some arguments in a of the argument. or personal goals, but the
logical order connection is vague and/or
 Uses adequate style and grammar unclear.
(more than 2 errors)
Needs  Does not address the question  Does not demonstrate It does not articulate any
improvement (80 -  States no relevant arguments understanding of the connection to other
84)  Is not clearly or logically question, inaccurate learning or experiences
organized  Does not provide
 Fails to use acceptable style and evidence to support
grammar response to the question
No Answer (70)
 Rubric for Tik Tok Video Challenge

Criteria Fair Performance (5 Good Performance Excellent

points) (10 points) Performance (20
points)
Use of Technology Does not use Tik Tok Use Tik Tok apps, Use Tik Tok apps,
(20%) apps, interrupted, and uninterrupted, and uninterrupted, and
blurry video. with few blurry part clear video.
in the video.
Choreography (40%) Below 3 variation of Show 3 to 4 varied Show more than 5
movements/positions movements/positions varied
in the video. in the video. movements/positions
in the video.
Accuracy and Irrelevant/Cannot be Relevant but hard to Relevant and at the
Relevance of the interpreted as change identify as change first glance, it really
Movements to the forces. forces. shows change forces.
Content/Lesson
(40%)