Rubric For Lesson Plan Development
Rubric for Lesson Plan shed Score1234Descriptions ofschool, classroomand curricularcontexts aremissing or are atsurface level only,suggesting limitedunderstanding ofcontextual factorsimpacting thelearner.Descriptions ofschool, classroomand curricularcontexts vary indepth andrichness. Someare supported byrelevant datawhere appropriateand available. Thisindicates a goodunderstanding ofthe impact ofsome but not all ofthe contextualfactors impactingthe learner.Descriptions ofschool, classroomand curricularcontexts are richand are supportedby relevant datawhere appropriateand available,indicating a goodunderstanding ofmany factorsimpacting thelearner.Descriptions ofschool, classroomand curricularcontexts are richand are supportedby relevant datawhere appropriateand available,indicating a goodunderstanding ofall factorsimpacting thelearner.Descriptionsindicate how thisknowledge willimpact thecandidate'steaching.Descriptions ofsocial, political,families andcommunitycontextsare at the surfacelevel only,suggesting limitedunderstanding ofcontextual factorsimpacting thelearner. Thecandidate doesnotindicate how theschool takes intoaccount diversityelements e.g.English languagelearners (ELL).cultural/ linguistic,SES, gender,sexual orientation,Descriptions ofsocial, political,families andcommunitycontexts vary indepth andrichness. Someare supported byrelevant datawhere appropriateand available. Thisindicates a goodunderstanding ofthe impact ofsome, but not all,diversity elementsimpacting thelearner. Thecandidateindicates how theschool takes intoaccount somediversity elements.Descriptions ofsocial, political,families andcommunitycontexts arerich and aresupported byrelevant datawhere appropriateand available.This indicates agoodunderstanding ofdiversity elementsimpacting thelearner. Thecandidateidentifies andbriefly describes aspecific strategythat indicates howthe school takesinto account atDescriptions ofsocial, political,families andcommunitycontexts are richand are supportedby relevant datawhere appropriateand available.This indicates avery solidunderstanding ofdiversity elementsimpacting thelearner. Thecandidatedescribes howthis knowledge willimpact her/histeaching.Candidateidentifies specificTask A 1Context
HAGT or disabilitypractices.least twoelements.strategies whichare thoroughlydescribed.Lesson PlanInstructionGoals ASGoals/Objectivesmay not begoals/objectives atall, but ratheractivities. Whenstated, they arevague, trivial,inappropriateand/or notconnected to theinstruction and/orstudent needs.Goals/Objectivesare vaguelyarticulated, oflimitedsignificance, andloosely related tothe instruction orstudent needsSets appropriatelearninggoals/objectivesbased onknowledge ofstudent needs.Sets high,worthwhile, andappropriatelearninggoals/objectivesbased on detailedknowledge ofstudent needs.EQ(s) is toosimple will not helpstudents thinkcriticallyEQ(s) is openended andencourages somehigher orderthinking.EQ(s is openended andencourageshigher orderthinking.EQ(s) is openended andencourageshigher orderthinking.EQ(s) helpstudentsconceptualizethe theme ofthe lesson andchallenge studentsto think critically.EQ(s) helpstudentsconceptualize thetheme of thelesson andchallenge studentsto think critically.EQ(s) also promptstudents todevelop a plan ofaction and requirethem to constructtheir knowledge byconnecting thetopic to whatthey've learnedpreviously.Cites somewhatdescriptiveobjectives in termsof KY CoreAcademicStandards andObjectives formost of the lesson;objectivesadequately meetCites thorough anddescriptiveobjectives in termsof KY CoreAcademicStandards andObjectives;objectives areclearly tied to allaspects of thelesson.Does not cite KYCore AcademicStandards andObjectives as apart of lessonplanning;inadequateobjectives to meetgoals of the lessonplan.Is beginning to citeobjectives in termsof KY CoreAcademicStandards andObjectives;objectivessomewhat meetthe goals of thelesson.
the goals of thelesson.Instructionalstrategies areDifferentiated missing orstrategies usedInstructionalare inappropriate.StrategiesFails to useappropriateinstructionalstrategies; there isno positive effecton learningMaterials, activitiesand strategies donot fully reflect theneeds of students.Activities are notdevelopmentallyappropriate;activities do notallow for studentparticipation or useof students’schema.Activities thatdifferentiate thecontent, process,product and/or learningenvironment arenot identified.Some instructionalstrategies areappropriate forlearningoutcome(s). Somestrategies arebased on acombination ofpracticalexperience,theory, researchand documentedbest practice.Most instructionalstrategies areappropriate forlearningoutcome(s). Moststrategies arebased on acombination ofpracticalexperience,theory, researchand documentedbest practice.Instructionalstrategiesappropriate forlearningoutcome(s).Strategy based ona combination ofpracticalexperience,theory, researchand documentedbest practice.Limited variety ofinstructionalstrategies; littlepositive effect onlearningSometimes variesinstructionalstrategies; usesstrategies thathave somepositive effects onlearningUses a variety ofinstructionalstrategies; usesstrategies thathave a positiveeffect on studentlearning; usestechnologySome of thelesson includesmaterials, activitiesand strategies thatreflect the needs ofstudents. Someactivities aredevelopmentallyappropriate;lesson is beginningto incorporateschema buildingand studentp a r t i c i pation.General activitiesthat differentiatethe content,process, product,and/or learningenvironment areidentified butMost of the lessonincludes materials,activities andstrategies thatreflect the needs ofstudents. Mostactivities aredevelopmentallyappropriate; mostactivities andstrategies includesome studentparticipation andschema building.Entire lessonincludes materials,activities andstrategies thatreflect the differingneeds of students(learning styles,etc.). All activitiesand strategies aredevelopmentallyappropriate;activities includemaximum studentparticipation andschema building.Specific activitiesthat differentiatethe content,process, product,and/or learningenvironment aredesigned toimproveSpecific activitiesthat differentiatethe content,process, product,and/or learningenvironment aredesigned toprovide advancedachievement for all
Research-basedstrategies are ail is lacking in achievement for all learners.one or more of the learners.critical areas.Research-basedResearch-basedstrategies arestrategiesareeffectivelyIs beginning toidentify research- described to meet described tochallenge allbased strategies, the needs of alllearners.learnersMethod forassessing studentlearning andevaluatinginstruction ismissing.Method forassessing studentlearning andevaluatinginstruction isvaguely stated.Assessment isteacherdependent.Method forassessing studentlearning andevaluatinginstruction ispresent. Can bereadily used forexpert, peer,and/or selfevaluation.Method forassessing studentlearning andevaluatinginstruction isclearly delineatedand authentic. Canbe readily used forexpert, peer,and/or selfevaluation.Fails to applyappropriateassessmentstrategies tomeasure studentknowledge andperformance;assessments notconsistent withobjectives andprocedures; novariety ofassessmentprocedures.Applies someappropriateassessmentstrategies tomeasure studentknowledge andperformanceduring thelearning process;some assessmentis consistent withobjectives andprocedures; limitedvariety ofassessmentprocedures.Applies moreappropriateassessmentstrategies tomeasure studentknowledge andperformanceduring thelearning process;most assessmentis consistent withobjectives andprocedures;provides somevariation tstrategies tomeasure studentknowledge andperformanceduring thelearning process;assessment isconsistent withobjectives andprocedures;utilizes a variety ofassessmentprocedures.Fails to applyApplies someappropriateassessmentstrategies tomeasure studentknowledge andperformance atthe completion ofthe learningprocess; someassessment isconsistent withApplies moreappropriateassessmentstrategies tomeasure studentknowledge andperformance atthe completion ofthe learningprocess; mostassessment isconsistent withAppliesappropriateassessmentstrategies tomeasure studentknowledge andperformance atthe completion ofthe learningprocess;assessment isconsistent withSummative appropriateassessmentstrategies tomeasure studentknowledge andperformance;assessments notconsistent withobjectives andprocedures; novariety of
TechnologyUsedassessmentprocedures.objectives andprocedures; limitedvariety ofassessmentprocedures.objectives andprocedures;p r o v i d e s somevariation inassessmentproceduresobjectives andprocedures;utilizes a variety ofassessmentprocedures.Selection andapplication oftechnologies isinappropriatelimited or absentto meet learningenvironment andoutcomes.Selection andapplication oftechnologies isbecomingappropriate tomeet learningenvironment andoutcomes.Selection andapplication oftechnologies isbasicallyappropriate forlearningenvironment andoutcomes. Sometechnologiesapplied enhancelearning for somestudents.Selection andapplication oftechnologies isappropriate forlearningenvironment andoutcomes.Technologiesapplied toenhance learningfor all students.Technologies areutilized, and areappropriate for thelearners andprovide for optimalstudent learning.A range oftechnologies areeffectivelyintegrated into thecontext of thelesson, engagingto learners andprovide for optimalstudent learning.Additionalresources andtheir uses arelisted for extendedlearning activitiesSome materialsnecessary forstudent andteacher tocomplete lessonare listed, but listis incomplete.Most materialsnecessary forstudent andteacher tocomplete lessonare listed.All materialsnecessary forstudent andteacher tocomplete lessonclearly listed.Resources &materials areutilized to supportinstruction and areappropriate forsome learners.Resources &materials areutilized, areappropriate formost learners andprovide for optimalstudent learning.A range ofresources &materials areeffectivelyintegrated into thecontext of thelesson, engagingall learners andproviding foroptimal studentTechnologiesTechnologies areapplied do notutilized to supportaffect learning and instruction.are not utilized tosupportinstruction.Material list ismissing.Use of resources& materials islimited or absent.DifferentiatedMaterialsNeededMaterials fail tofully fit the contextof thelesson and needsof the students
learning.Additionalresources arelisted for extendedlearning rammarLesson plan isunorganized andpresentation is notprofessional.Lesson plan isorganized, but notprofessionallypresented.Lesson plan isorganized andprofessionallypresented.Complete packageis well organizedand veryprofessional.Lesson planincludes numerousgrammatical andspelling errors.Lesson planincludes severalerrors in spellingand grammarLesson has fewgrammatical andspelling errorsEntire lesson isfree ofgrammatical andspelling errorsReflection may bemissing or seemsdisconnected fromthe instructionalevidence.Describes andanalyzes teaching,but reflection maybe vague, general,and/or focusedsolely on theproceduralaspects ofteaching.Describes andanalyzes teachingwith accuracy;reflects on someimplications forfuture lessonsTask CReflectionDescribesteachingaccurately and,analyzes it fullyand thoughtfully;reflects in-depthon its implicationsandsignificance forInaccurate, limitedAnalyzes evidence future lessons.or no evidencePartially analyzes of studentrelated to anstudent learninglearning andThoroughlyanalysis ofand teacherteacheranalyzesstudent learningperformance inperformanceevidence ofand teacherplanning,in planning,student learning.performance ininstruction,instruction,A reflection ofplanning,environmentenvironment and nvironment and professionalism.All areas ofencompasses theprofessionalism.Some reflection is performancedomains ofevident.receive someplanning,objective reflection instruction,environment andprofessionalism.All areas ofperformancereceive in-depthobjectivereflection.Data or productsare utilized in theanalysis.
RevisionDiscussion of whatchanges wouldbe made for reteaching thelesson isincomplete ormissing.Discussion ofwhat changeswould be made forre-teaching thelesson issomewhat vague.Discussion of whatchanges wouldbe made for reteaching thelesson;explanation ofsome specificsabout whatchanges wouldtake place isprovided.Discussion of whatchanges wouldbe made for reteaching thelesson is clear, indepth andthoughtful withvalid explanationof why thechanges wouldneed to beimplemented.No attempt toanalyze the dataor drawconclusions. Thereis no attempt tolink the data toprior knowledge.Rarely attemptsto identify trendsand drawconclusions fromthe data. Rarelyattempts to makesome links to priorknowledge.Usually drawsconclusions fromthe data. Usuallymakes some linksto priorknowledge.Routinely identifiestrends and drawsconclusions fromthe data thatrelates tostandards orstudent learning.Routinely relatesthe presented datato previous or newknowledge.Does not useassessment anddata ininstructionalplanning.Rarely usesassessment anddata ininstructionalplanning.Usually usesassessment anddata ininstructionalplanning.Routinely usesassessment anddata ininstructionalplanning: Uses data toselect instructionalstrategies. Has evidence oflinkingassessment, dataand instruction. Developsassessmentmethods toprogress, plan andpace instruction Maintainsconsistent recordsof task completionand studentperformance. Reports studentprogress.Total Points
re-teaching the lesson is somewhat vague. Discussion of what changes would be made for re-teaching the lesson; explanation of some specifics about what changes would take place is provided. Discussion of what changes would be made for re-teaching the lesson is clear, in-depth and thoughtful with valid explanation of why the changes would
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Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
AMS: Rubric Wizard T 1.800.311.5656 e help@taskstream.com 3 To create a new rubric from scratch 1. Enter a New rubric title. 2. Using the pull-down menu, select the number of Columns you want in this rubric. In a rubric
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
2 - The Triple E Rubric for Lesson Design will demonstrate concurrent validity. H 3 - Reliability of the Triple E Rubric for Lesson Design will be established by the consistency of the data resulting from two independent raters. Significance of the Study The validation of the Triple E Rubric for Lesson Design should contribute to the ability
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
