Rubric Template - Turtle Mountain Community College



LESSON PLAN RUBRIC

EDUC 405 Math Methods

| |Beginning |Developing |Accomplished |Examplary |Score |

| |1 |2 |3 |4 |(32) |

|Instructional |Instructional objectives |Instructional objectives |Instructional objectives use | Instructional objectives | |

|Objectives |use verbs such as |use verbs that are |measureable verbs with |are creative and apply | |

| |“understand” “learn” and |measureable but are |multiple levels of |multiple levels of | |

| |“know” rather than specific|limited to the least |complexity, per Bloom’s |complexity, per Bloom’s | |

| |verbs that are measureable.|complex levels, per |Taxonomy. |Taxonomy. | |

| | |Bloom’s Taxonomy. | | | |

|Standards-based |Standards-based instruction|Identified standards are |Standards and supporting |Standards for multiple | |

|instruction |is not referred to in the |not consistent with the |benchmarks are referenced in |instructional goals are | |

| |plan |lesson’s instructional |the plan |referenced and | |

| | |objectives | |incorporated into the | |

| | | | |lesson | |

|Materials and |Materials and timeline are |Materials and timeline are|Materials and timeline are |A complete materials list | |

|Timeline |either missing or |present with little |present with supporting |is included with a | |

| |inappropriate for the |indication as to what is |explanation of what is to be |timeline that supports | |

| |lesson |to be accomplished within |accomplished within the time |each time frame and | |

| | |a specific time slot |frame |recognizes the age | |

| | | | |appropriate development of| |

| | | | |the students | |

|Engaging the Students|Opening activities do not |Opening activities build |Opening activities use |Opening activities utilize| |

| |address students’ prior |on students’ prior |graphic organizers to engage |graphic organizers and are| |

|(Culturally |knowledge or interests. |knowledge and interests |students in reflective |highly interactive, | |

|responsive teaching) | |but the activities are |thinking about their prior |getting the students to | |

| | |unstructured. |knowledge. |build on their prior | |

| | | | |experiences and knowledge.| |

|Lesson Content |Content presentation is |Content presentation is |Content presentation is | Content presentation is | |

|(Deep |teacher-centered and |somewhat confusing because|organized and progresses from|very creative and | |

|Teaching) |limited to factual recall |there is not a clear |simple to complex levels of |organized in such a way | |

| |rather than in-depth |progression from simple to|understanding. |that it challenges the | |

| |processing of information. |complex levels of | |students to probe the | |

| | |understanding. | |content more deeply. | |

|Instructional Methods|Teaching methods are |Teaching methods are |Teaching methods are |Teaching methods are | |

| |limited to one learning |interactive but |interactive and reflect |differentiated and | |

| |style and exclusively |exclusively teacher |reciprocity between students |interactive between | |

| |teacher directed. Student |directed. |and teacher. |students and students with| |

| |enrichment is not included.| | |the teacher acting as | |

| | | | |facilitator. Enrichment | |

| | | | |activities have been | |

| | | | |included in the plan | |

|Assessment |Assessment strategies are |Assessment strategies use |Assessment strategies use |Assessment strategies are | |

| |limited to factual recall |more than one testing |multiple testing formats and |varied and authentic, | |

| |and a single format. |format and are clearly |show a strong relationship to|requiring the students to | |

| | |related to the content. |the content. |critically think about the| |

| | | | |content. | |

|Reflection |Reflection rambles and |Reflection is insightful |Reflection is insightful and |Reflection is in-depth | |

| |shows little awareness of |but shows some confusion |includes specific suggestions|with specific suggestions | |

| |the need to improve. |about the lesson and |for improvement. |for creative variations on| |

| | |content. | |the lesson in order to | |

| | | | |make it better. | |

As you prepare your lesson plan, consider the following questions:

1. Do my objectives address increasing levels of complexity as represented by terminology in Bloom’s Taxonomy?

2. Does my lesson plan target specific ND standards and benchmarks; and have I listed them accordingly. Also are there other discipline specific standards that I need to include in my lesson plan (ex. American Indian Content Standards-Science and National Educational Technology Standards and Performance Indicators for Teachers NETS-T)?

3. Have I included a comprehensive materials list? Is my timeline reasonable for the lesson that I am preparing?

4. How is my lesson student centered and delivered from a culturally responsive perspective? How will I bring our culture into the context of this lesson?

5. How am I using the Deep Teaching philosophy in this lesson?

6. How is my lesson design reaching all of the students’ learning styles? What types of accommodations are necessary to ensure that each child is engaged in the lesson?

7. What forms of assessment will be necessary to measure student learning?

8. How could this lesson be improved? What are some potential sources of classroom management issues?

9. Can a substitute teacher carry out this lesson in its entirety?

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