Self Assesment on the GULT framework

All the topics mentioned under the ‘Why GULT’ framework fall under the ‘image and inform’ phase of the 4mat cycle. Following is a rubric that you can use to assess your own understanding about topics under this section. If you find yourself falling short on any of the parameters, kindly refer to the original reference material mentioned under ‘references’ to gain a better understanding of the same. If you need further help or clarification or personalized feedback, kindly leave a comment on the space Padlet provided below.

	Excellent (4 points)	Very good (3 points)	Adequate (2 points)	Less than adequate (1 point)
Understanding of GULT Framework	Participant was able to point out evidence of restructuring in all  types of learning mentioned in activity 2.	Participant was able to point out evidence of restructuring in most types of learning mentioned in activity 2.	Participant was able to point out evidence of restructuring in at least two types of learning mentioned in activity 2.	Participant was not able to convincingly  point out evidence of restructuring in any of the learning mentioned in activity 2.
Understanding learning theories	Participant was able to come up with at least one example of implementation of each theory in the classroom and point out its strengths and limitations as required in activity 3	Participant was able to come up with at least one example of implementation of most of the theories in the classroom and point out their strengths and limitations as required in activity 3	Participant was able to come up with at least one example of implementation of at least 3-4 theories in the classroom and point out their strengths and limitations as required in activity 3	Participant was not able to come up with relevant examples of implementation of any of the theories in the classroom and point out their strengths and limitations as required in activity 3
Understanding instructional strategies	Participant could come up with at least one strategy to add to each learning theory as mentioned in activity 4	Participant could come up with at least one strategy to add to most of the learning theories as mentioned in activity 4	Participant could come up with at least one strategy to add to at least 3-4 learning theories as mentioned in activity 4	Participant could not come up with relevant strategies to add to any of the learning theories as mentioned in activity 4