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Active Engagement Indicators ___ Think / pair / share ___ Activating strategies ___ Choral responding ___ Student-lead discussions ___ Students moving about the lab area with a clear purpose and mission ___ Hands-on learning or guided practice ___ Students use their own words to summarize key points to the teacher or to a partner ___ Intensive conversational environment (vs teacher lecture environment) ___ Student presentations ___ Small group and teaming ___ Student demonstrations ___ Student modeling ___ Visual signals that attract and maintain student focus ___ Use of tools and technology ___ Student created visual or graphical representations of teacher- presented material
Activating Strategy
___ Does it connect to previous learning? ___ Do the students show evidence of engagement? ___ Is student participation required? ___ Does it connect to lesson content?
Graphic Organizer ___ Does GO contain keys / essential points from the lesson? ___ Does visual organization enhance student understanding / retention? ___ Do the students help provide some of the information in the GO?
Essential Question ___ Does it guide instruction during lesson? ___ Does it require higher order thinking? ___ Is it assessed during the lesson? ___ Is the EQ posted?
Summary ___ Is each student asked to describe their learning? ___ Do students apply higher level thinking skills? ___ Doe the summary directly relate to EQ?
Vocabulary ___ Are terms categorized, illustrated, applied, analyzed, etc. by students? ___ Is there a connection to previous content made by the teacher? ___ Is a word wall actively utilized?
Comments
Effective Teaching and Learning Strategies Checklist Cumberland Perry AVTS
Teacher:___________________ Observer:___________________ Date of Lesson:___________________
Procedures/Body of Lesson ___ Is it easy to follow / logical sequence? ___ Are the student and teacher actions clear? ___ Is student input or engagement required? ___ Are activities varied to keep students fresh / focused? ___ Does it reference EQ?
Assessment ___ Is the assessment tool used for appropriate content? ___ Is the EQ answered or addressed? ___ Does the assessment require higher order thinking skills?
Walk-Through Name Template
Lesson Plan Lesson Plan Rubric - 2010-2011 (3)
Category Subject
Lesson Plan Feedback Diane Franklin
Start Date End Date
Thu Jul 15 2010 09:12 AM Page 1
1. EQ with Lesson Plans Essential question
A statement - Unsatisfactory
Answered with Yes/NO - Unsatisfactory
Not answered in lesson - Unsatisfactory
Not posted - Unsatisfactory
Not utilized in lesson - Unsatisfactory
Requires recall of content - Satisfactory
Guides instruction during lesson - Satisfactory
Is assessed during lesson - Satisfactory
EQ is posted - Satisfactory
Requires higher order thinking - Commendable
Is often utilized in teaching and summarizing - Commendable
2. Activating Strategy - Lesson Plans Activating Strategy
Statement or rhetorical question - Unsatisfactory
No/little student engagement - Unsatisfactory
Student participation is optional - Unsatisfactory
Little or no connection to previous learning - Unsatisfactory
Evidence of student engagement - Satisfactory
Connects to previous learning - Satisfactory
Student participation is required - Satisfactory
Connects directly to lesson content - Satisfactory
Evidence of high student interest and engagement - Commendable
Previously taught information is expanded and branched directly to new information -
Commendable
3. Procedure/Body - Lesson Plans Procedure/Body of Lesson
Difficult to follow/poorly organized - Unsatisfactory
Student or teacher actions unclear - Unsatisfactory
Little or no student engagement - Unsatisfactory
Does not reference EQ - Unsatisfactory
No connection to previously taught content - Unsatisfactory
Easy to follow/logical sequence - Satisfactory
Student and teacher actions are clear - Satisfactory
Students input or engagement is required - Satisfactory
Connects to previous learning - Satisfactory
References EQ - Satisfactory
Requires high level of student engagement - Commendable
Two or more activities keep students fresh/focused - Commendable
Pace of lesson requires students to remain on task - Commendable
4. Graphic Organizer - Lesson Plans Graphic Organizer
No GO is utilized - Unsatisfactory
GO does not contain key/essential points from lesson - Unsatisfactory
GO does not organize information in any meaningful way - Unsatisfactory
No input from teacher or student is provided - Unsatisfactory
GO contains key/essential points from lesson - Satisfactory
GO’s visual organization enhances student knowledge or comprehension of information -
Satisfactory
Students provide some of the information in the GO - Satisfactory
GO’s organization enhances student ability to apply, analyze, and evaluate information -
Commendable
Students create the GO - Commendable
Students provide most or all the information for the GO - Commendable
5. Vocabulary - Lesson Plans Vocabulary
Definitions are simply given or copied - Unsatisfactory
No word wall is utilized - Unsatisfactory
No connection to previous learning - Unsatisfactory
Terms are categorized, illustrated, applied, analyzed, etc. by students - Satisfactory
Connection to previous content made by teacher - Satisfactory
Word wall is actively utilized - Satisfactory
Terms are integrated into GO with key points from lesson - Commendable
Terms are previewed - Commendable
High student engagement - Commendable
6. Academic Standards - Lesson Plans Academic Content
No standards are identified - Unsatisfactory
Standards do not relate to lesson - Unsatisfactory
Standards are not related to any technical skill or content - Unsatisfactory
One to two standards are identified - Satisfactory
Standards relate directly to lesson - Satisfactory
Academic content is taught as part of the lesson - Satisfactory
Three or more standards identified - Commendable
Academic content is integrated and assessed as part of the lesson - Commendable
7. Summary - Lesson Plans Summary
Teacher summarizes for students - Unsatisfactory
Little or no student engagement - Unsatisfactory
No reference to EQ - Unsatisfactory
Student participation is optional - Unsatisfactory
No teaching strategies are used - Unsatisfactory
Each student engaged in summary - Satisfactory
Summary directly relates to EQ - Satisfactory
Connections to previous learning made - Satisfactory
Organized summary activity occurs at least twice during lesson - Commendable
Summary information is used for GO - Commendable
8. Assessment - Lesson Plans Assessment
EQ is not answered or addressed - Unsatisfactory
Teacher cannot gauge student learning or no evidence of learning - Unsatisfactory
Academic content is not assessed - Unsatisfactory
Assessment tool is appropriate for content - Satisfactory
EQ is answered or addressed - Satisfactory
Assessment requires higher order thinking skills - Satisfactory
Academic skills are assessed - Satisfactory
Differentiated assessment is evident - Commendable
CPAVTS Lesson Plan and Walkthrough Rubric 2009-2010 Instructor_____________________ Evaluator_______________________ Date_________ Date Lesson to be Taught_________ Lesson Plan_____ Walkthrough_____
During Walkthroughs not all elements may be observed and will be noted as NO-Not Observed.
LFS Lesson Element Unsatisfactory Satisfactory
Commendable (Includes all components of satisfactory in addition to the following characteristics)
Comments
Essential Question
• A statement • Answered with Yes/NO • Not answered in lesson • Not posted • Not utilized in lesson
• Requires recall of content • Guides instruction during lesson • Is assessed during lesson • EQ is posted
• Requires higher order thinking • Is often utilized in teaching and
summarizing
Activating Strategy
• Statement or rhetorical question • No/little student engagement • Student participation is optional • Little or no connection to previous
learning
• Evidence of student engagement • Connects to previous learning • Student participation is required • Connects directly to lesson content
• Evidence of high student interest and engagement
• Previously taught information is expanded and branched directly to new information
Procedures/Body of Lesson
• Difficult to follow/poorly organized • Student or teacher actions unclear • Little or no student engagement • Does not reference EQ • No connection to previously taught
content
• Easy to follow/logical sequence • Student and teacher actions clear • Students input or engagement is
required • Connects to previous learning • References EQ
• Requires high level of student engagement
• 2 or more activities keep students fresh/focused
• Pace of lesson requires students to remain on task
Graphic Organizer
• No GO is utilized • GO does not contain key/essential
points from lesson • GO does not organize information in
any meaningful way • No input from teacher or student is
made
• GO contains key/essential points from lesson
• GO’s visual organization enhances student knowledge or comprehension of information
• Students help to provide some of the information in the GO
• GO’s organization enhances student ability to apply, analyze, and evaluate information
• Students create the GO • Students provide all the information
for the GO
Vocabulary • Definitions are simply given or copied • No word wall is utilized • No connection to previous learning
• Terms are categorized, illustrated, applied, analyzed, etc. by students
• Connection to previous content made by teacher
• Word wall is actively utilized
• Terms are integrated into GO with key points from lesson
• Terms are previewed • High student engagement
S ummary
• Teacher summarizes for students • No/little student engagement • No reference to EQ • Student participation is optional • No teaching strategies used
• Each student engaged in summary • Summary directly relates to EQ • Connections to previous learning
made
• Organized summary activity occurs at least twice during lesson
• Summary information is used for GO
Assessment • EQ is not answered or addressed • Teacher cannot gauge student
learning or no evidence of learning
• Assessment tool is appropriate for content
• EQ is answered or addressed • Assessment requires higher order
thinking skills
• Differentiated assessment is evident
PA CEW, Reading and
Math Standards
• No standards are identified • Standards to not relate to lesson
• 1-2 standards are identified • Standards relate directly to lesson • 3 or more standards identified