Learning Design Rubrics

Please go through each of the rubric categories and identify to what extent the learning design corresponds to
this (where 1 = not at all and 5 = completely). For each item, you can add comments and remarks. What areas
would you identify as strengths? What areas you feel could be improved? What would you like to know more
about?
Please make sure that you include fair, encouraging and helpful feedback that allows the author of the design to
improve their design. Also, make sure that you take into account the context of where the design will be
implemented.
Instructional practices
1
Real-world connections
The starting point of the lesson/project stimulates
curiosity and is directly connected to students life,
for example addresses issues in their community or
meets a real need beyond the classroom.
The mathematical content is relevant to the
students needs and interests and based on their
previous experiences and knowledge.
Math learning is embedded in real world contexts,
the activities allow students to understand how the
procedures they learn are applied in real-life
situations.
Some of the learning activities are carried out
outside the classroom, for example measurements,
observations etc.
The teacher offers access to mathematical
knowledge through different channels (intuitive,
modeling, diagrams, abstract, applicative) and on
different levels of math proficiency.
Creativity
The lesson has a cross-curricular aspect, for
example using a connection between math and an
apparently opposite domain or referring to the use
of math in other sciences.
The students are involved in new type of activities
that allow them to value skills usually not put to use
in Math classes.
Students create their own learning materials, for
example posters, videos, webquests, proofs etc.
The focus shifts from taking notes and solving to
experimenting and creating.
The teacher uses Math for helping students
understand cultural aspects such as Math history,
the natural or political environment, sociological
aspects etc.
The lesson fosters curiosity by introducing
intriguing or peculiar mathematical concepts such
as magic squares, encryption, the Golden Ratio,

Frequency level
2
3
4

Remarks / Comments
5

Fibonacci sequence, Moebius band (just a few

examples, any other topic is appropriate).
The teacher facilitates students development by
allowing them to explore and develop their own
mathematical hypothesis and conjectures.
Collaboration
The instruction time is well balanced between
whole group and small group instruction, including
a good mixture between individual and team work.
The lesson plan clearly mentions collaborative work
strategies such as small group discussions, creating
a joint outcome, giving each other feedback,
collaborative problem-solving, working in pairs,
debates, etc.
Students are divided into teams that share
substantial responsibility for a common learning
outcome: research, experiment, conjecture,
learning material etc.
In the groups, students work is interdependent, i.e.
they cannot work in parallel, and students need
their peers results to complete their own.
The lesson/project includes the participation of
professionals outside the school, people from the
community, organizations etc.
Students are offered regular, structured
opportunities to self-assess and reflect on their
progress as well as assess their peers.
Technology Use
Students make use of technology inside or outside
of class. For example, they use mobile phones or
other handheld devices to take pictures, record
data, calculate, graph etc.
The ICT tools are mentioned in the lesson plan and
are appropriate for students age and expertise, for
example dont require an email account, allow
teachers to create students accounts etc.
The ICT tools are usable across devices, so there is
no digital gap between students.
The selected ICT tools promote and facilitate
students
collaboration,
communication,
organizing, sharing and publishing their work.
The technology is integrated in the content,
supporting the Math curriculum and adds value to
the lesson, for example more creative or new
activities are made possible.
The technology supports every stage of the lesson,
including students assessment.
General
The lesson plan is well aligned with its learning
outcomes: activities and assessment clearly link

with the defined learning outcomes and allow the

teacher to determine by the end of the lesson(s) if
the objectives have been achieved
The chosen activities and topics help students set
goals and identify what they already know as well
as what they/want need to learn.
The lesson plan includes a good mix between
inquiry, scaffolding for learning and hands-on tasks.
There is a good mix of activities with at least four
different Teaching & Learning Activities used and
none of the Activities taking up more than 35% of
the time (see the pie chart for this)
The learning design shows that the teacher uses
both formative and summative assessment to
evaluate learning. Students are offered regular,
structured and authentic feedback in order to
improve the quality of their work.