Rubric for Lesson Plan Contextual Factors Unacceptable -1 Acceptable - 2 Target -3 Total Standards NASPE 3.2. Objectives are

Transcription

1 Rubric for Lesson Plan Contextual Factors Unacceptable -1 Acceptable - 2 Target -3 Total Standards NASPE 3.2 Safety NASPE 3.5 Objective (a) performance based and measurable NASPE 3.2 Objectives (b) Developmentally appropriate NASPE 3.2 Objectives are properly aligned to one or less levels of Standards. Safety concerns are taken into consideration on the lesson plan but nothing specific for the activities planned. Lesson objectives use language that is difficult to measure. Action verbs are not used to define the criteria of the desired performance of the student. Objectives do not align to the grade and developmental level of the students. Objectives and content of the lesson are misaligned and will not address the needs of the students Objectives are properly aligned to 2 levels of Standards but not all 3 levels Appropriate safety concerns are taken into consideration and are planned for. Specific planning has occurred to address safety for the activity and the environment. Lesson objectives use language that is measurable (action verbs) and teachable. Objectives identify a condition and criteria. Objectives align to grade and developmental level of the students. Objectives are appropriate and align to the content of the Objectives are properly aligned to all 3 levels of Standards and address key elements of the standards. Specific planning has occurred to address the safety of the activities and the environment. Specific safety considerations have occurred to plan for students with exceptionalities. Safety plans are in place to address the physical and emotional safety of student such that the candidate develops an effective learning environment. Lesson objectives are performance based, teachable and use measurable language that clearly defines the expectation of the student. Objectives are written using the ABCD criteria. Objectives of the lesson align to grade and developmental levels of the students. Objectives address key concepts in the overall student.

2 Objective (c) Addresses social and personal behaviors NASPE 4.6 Objective (d) Domains Instructional Plan Introduction- Warm Up Skill Development Developmentally appropriate skills Skill Development Critical elements/teaching cues in the class. No objective is written that aligns with the affective domain that addresses the social and personal student. Objectives are not written for each domain Introduction is not planned for. Warm up phase is not adequate to prepare students for the upcoming Skill development planned for is inappropriate for the grade level. The skill is either too easy or too hard for the grade and developmental level of the students. The skill is not broken down into teachable elements. At least one affective objective was written that is measurable that aligns with the social and personal students. At least one objective is written for each domain using the ABCD format. Plans for an introduction phase and warm up phase of the lesson that will prepare students for the upcoming Skill development is planned for that is appropriate for the grade and developmental level of the students. Critical elements are provided for the specific skills that More than one objective is written in the affective domain that is measurable and developmentally appropriate that addresses the social and personal students. At least one objective is written for each domain using the ABDC format that is measurable, performance based and developmentally appropriate. Plans for an introduction phase that is brief but to the point. A warm up phase is planned for that is adequate to prepare the students for the upcoming Skill development is planned that addresses the appropriate grade level and developmental expectations of the students. Critical elements are aligned to specific teaching cues/instructional cues that will be introduced to the

3 Skill Development Accommodations Skill Development Domains and Objectives Activities align with objectives Learning environment NASPE 3.5 Accommodations are not provided specific to the skill Skill development is not planned for specific to all the domains and will not address all objectives. do not directly align with the objectives. do not provide adequate practice time to develop skills. could cause an unsafe environment for some students in the class either physically or emotionally. are teachable and are going to be taught/ planned to be taught in the Accommodations are provided specific to the critical elements for students with exceptionalities in the class. Specific skills addressed in the class are aligned to the domains and objectives. directly align to the objectives of the Planned teaching approach aligns with the intent of the objectives. will allow students to practice the skills. are both physically and emotional safe for all students to participate in. Accommodations are planned that address students during the The cues are developmentally appropriate for the students. Accommodations are planned for specific to the needs of the students in the class that will assist with all students developing skills. Skill development is planned that will address all the domains and objectives within the The activities selected are aligned with the objectives and the skill development expected of the students. Learning activities planned will allow students to practice skills outlined objectives. Student s physical and emotional safety is considered when selecting activities and the environment is conducive to learning. Accommodations are planned that take into account the diverse makeup of the class and focus on

4 Motor Learning NASPE 1.2 Motor Development Theory NASPE 1.3 Activities are sequential and progressive NASPE 3.6 Demonstrations and prompts/cues NASPE 4.2 Accommodations are not taken into consideration when planning the do not align to motor learning principles. do not align to motor development theory. to not follow a sequence and challenges and modifications are not provided for the activities. Activities are placed in random order and do not move from simple to complex in development. Demonstration of skills and activities are not planned for. Prompts/cues are not identified in the lesson plan. the skill development of students. adhere to motor learning principles. adhere to motor development theory. are sequential in nature and provide challenges and modifications. Activities move from simple to complex in nature and align to overall skill development. Lesson sequence is logical. Planned for demonstrations of skill and activities. Prompts/cues are identified to align with key elements and are developmentally appropriate for the grade level of the providing adequate practice time for skill development. Activities are planned that apply motor learning principles and adjust based on student responses. Activities are planned that apply motor development theory and candidate expects behavior change. Activities are planned that are progressive and sequential without gaps in progression of elements. The sequence of activities moves from simple to complex in nature of skill development. Some form of cumulating activity is planned to apply the skills learned during class. TC has planned for demonstration of skills and activities. Prompts/cues are planned to assist with providing specific feedback to the students relative to skill development. Language is developmentally appropriate for the grade level of the students.

5 Active, fair, equitable learning time NASPE 3.4 Technology NASPE 3.7 * Note: Planning and teaching a lesson that integrates technology is taught at least one time and may not be evaluated every Management/Transition plan NASPE 4.5 Activities are not planned that ensure active learning time. Choice of equipment or adequate practice time is not accommodated for to ensure that all students have time to practice the skills. Technology is planned but it is not integrates into the lesson rather a standalone component of the Transition activities are not planned for. Consideration has not been provided for students. Planned activities are active, fair, and provide equitable learning time for all students. Choice of equipment is planned for with a variety of opportunities available to practice skills. Different levels of practice activities are planned to address the different skill levels of students in the class. The planned learning experience integrates technology to enhance student learning. Current technology is applied in the lesson and aligned with lesson objectives. Transitions between activities are planned for. Routines are established for will ensure that students are active during class time. Opportunities are planned that ensure a fair and equitable learning time for all students. Practice time opportunities are planned that accommodates a varying level of abilities (slanted line theory). Equipment modifications are provided for varying ability levels. Groups/partnering of students is planned for to ensure a fair and equitable experience. The learning experience integrates technology to enhance student learning and application to a more thorough understanding of the lesson objectives. Application of the technology is discussed with students to ensure understanding of the impact technology may have on their skill development. Transitions between activities are short and effective. Consideration is given to planning activities that minimize the transition time.

6 Assessment NASPE 1.5, 5.1,5.2 Cool Down Closure establishment of rules and routines. Assessment is not planned for the lesson or assessment planned does not align with the objectives of the Cool down is not planned. Closure is not planned. activities such as assigning groups, handing out equipment, stop and starting, attendance are outlined. Planned transitions are short. Assessments are planned for that aligns with the objectives and skill Assessments are planned that monitor learning throughout the lesson (beginning middle-end). Assessment is planned for critical elements of skills with cues provided for specific feedback if necessary. Cool down is planned that aligns with the activities of the class. Cool down is adequate to prepare the students to go back to class. Closure is planned that relates the Routines are established and listed to explain such activities as grouping students, handing out equipment, stop and starting activities, and taking attendance. Assessments are planned that align to all the objectives of the Multiple forms of assessment are planned to address a variety of learning styles and key content specific elements. Assessment is planned throughout the lesson (beginning-middle-end) Cool down is planned that is appropriate for the activity level of the class. Cool down designed to prepare the students physically and emotionally to return to class. Closure is planned that relates the objectives of the lesson to the

7 Reflection No reflection time is planned for. objectives of the lesson to the learning and practiced in class time. Reflection cycle time is planned for. learning and application of the skills and activities performed in class to practice time outside of class time. Reflection time is planned for throughout the Reflection Rubric The reflection of the teaching episode is due the 24 hours after the The reflection rubric is separate from the lesson plan rubric but is a required element of the teaching episode. Contextual Factors Unacceptable - 1 Acceptable - 2 Target - 3 Total Description of teaching Modifications Teaching prompts/cues Not does not provide a description of the lesson Does not provide examples of how the lesson was modified Does not discuss the teaching Describes the objectives of the lesson and how they tried to achieve the objectives through activities and practice time Describes at least one modification that occurred during the lesson based on the candidates reflection during the lesson Outlines specific teaching prompts or cues that were used to Outlines the objectives of the lesson and aligns the practice time activities to the objectives. Infuses the assessment of objectives into the activities and explains where assessment occurred in Outlines more than one modification to the lesson that occurred based on feedback. An explanation was provided the indicated the candidate made the modification to enhance student learning. Describes specific teaching prompts or cues used throughout the

8 Fair, just, equitable opportunities Student learning Management Does not address the issue of fairness, just or equitable opportunities of students during the Does not reflect on lesson to ensure students were learning. Does not reflect on the management of the lesson the class as well as individual students during the lesson Addresses their attempt during the class to provide a fair, just and equitable learning opportunity for all students in the class. Examples are provided specific to the lesson where the candidate reflected if student learning was occurring during the lesson Provides a reflection on the management of the lesson to the class as well as individual students that provided more direct feedback to the class/student to enhance student learning. Provides specific examples of how they provided instruction during class to ensure that all students experienced a fair, just and equitable learning opportunity. Outlines specific learning objectives to student learning during the Specific examples are provided to indicate that candidate were providing feedback to support student s opportunity to achieve the objectives. Provides specific examples of management during the Provides examples of ways to improve management in order to enhance the

9 effectiveness and efficiency of future teaching.