Caleb Crum

ELED 508

Dr. Hunter

Student Rubric for Lesson Plans

November 9th, 2018

1
Caleb Crum

ELED 508

Dr. Hunter

Reflection Rubric

Nov. 9th, 2018

ELED 508 Lesson Plan/Unit Plan Rubric

My Score
Demonstrating Knowledge of Content & Pedagogy
(Put an X in the
Content is communicated in the lesson plan and resulting lesson at an
box where you
appropriate level.
believe you
InTASC 1,4,7,8
would score)
 displays extensive knowledge of the important concepts in
the discipline and how these relate both to one another and
to other disciplines;
 demonstrates understanding of prerequisite relationships
4
among topics and concepts and understanding the link to
Exceeding
necessary cognitive structures that ensure student
Expectations
understanding;
 plans and/or practice reflect familiarity with a wide range of
effective pedagogical approaches in the discipline and the
ability to anticipate student misconceptions.
 displays solid knowledge of the important concepts in the X
3
discipline and how these relate to one another;
Meeting
 demonstrates accurate understanding of prerequisite
Expectations
relationships among topics;
Student
 plans and/or practice reflect familiarity with a wide range of
Teaching
effective pedagogical approaches in the subject.
 is familiar with the important concepts in the discipline but
2 displays a lack of awareness of how these concepts relate to
Developing one another;
Introduction to  some awareness of prerequisite learning, although such
Education knowledge may be inaccurate or incomplete;
 plans and/or practice reflect a limited range of pedagogical
approaches to the discipline or to the students.
1 The teacher candidate

2
 Does Not  makes content errors and/or does not correct errors made
Meet by students;
Expectations  displays little understanding of prerequisite knowledge
important to student learning of the content;
 displays little or no understanding of the range of
pedagogical approaches suitable to student learning of
content.

Designing Coherent Instruction My Score

Activities are meaningfully sequenced to support learning. (Put an X in the
A variety of learning strategies and individual supports used within the box where you
instructional plan. believe you
InTASC 2, 7,8 would score)
The sequence of learning activities
 follows a coherent sequence;
 is aligned to instructional goals;
4  is designed to engage students in high-level cognitive
Exceeding activity;
Expectations  are appropriately differentiated for individual learners.
Instructional groups are
 varied appropriately, with some opportunity for student
choice.
Most of the learning activities and materials are X
3  aligned with the instructional outcomes;
Meeting  follow an organized progression suitable to groups of
Expectations students.
Student The learning activities
Teaching  have reasonable time allocations;
 represent significant cognitive challenge, with some
differentiation for different students and varied use of
instructional groups.
Some of the learning activities and materials are
2  aligned with the instructional outcomes and represent
Developing moderate cognitive challenge, but with not differentiation
for different students.
Instructional groups
Introduction to  partially support the activities, with some variety.
Education The lesson or unit has
 a recognizable structure; but the progression of activities is
uneven, with only some reasonable time allocations.

3
 Learning activities are
 poorly aligned with the instructional outcomes;
1  do not follow an organized progression;
Does Not  are not designed to engage students in active intellectual
Meet activity;
Expectations  and have unrealistic time allocations.
Instructional groups are
not suitable to the activities and offer no variety.

My Score
Setting Instructional Outcomes (Put an X in the
Daily instructional outcomes, or learning goals are communicated to all students. box where you
Instructional outcomes are directly aligned to content standards. believe you
InTASC 2, 4, 5, 7,8 would score)
All outcomes
 represent high-level learning in the discipline;
 are clear, are written in the form of student learning;
4  permit viable methods of assessment;
Exceeding  reflect several different types of learning;
Expectations  represent both coordination and integration where
appropriate;
 are differentiated, in whatever way is needed, for individual
students.
Most outcomes
3  represent rigorous and important learning in the discipline;
Meeting  are clear, are written in the form of student learning;
Expectations  suggest viable methods of assessment.
Student Outcomes
Teaching  reflect several different types of learning and opportunities
for coordination;
 and they are differentiated, in whatever way is needed, for
different groups of students.
The outcomes X
 represent moderately high expectations and rigor;
2  consist of a combination of outcomes and activities;
Developing
 reflect several types of learning, but the teacher has made
no effort at coordination or integration;
Introduction to
 are suitable for most of the students in the class based on
Education
global assessments of student learning.
Some outcomes
 reflect important learning in the discipline.

4
 The outcomes
 represent low expectations for students;
 lack of rigor;
1
 not all outcomes reflect important learning in the discipline.
Does Not
 are stated as student activities rather than as outcomes for
Meet
learning;
Expectations
 reflect only one type of learning and only one discipline or
strand;
are suitable for only some students.

My Score
Integrating Technology (or Digital Media) (Put an X in the
The teacher designs lessons that incorporate a variety of technology during the box where you
lesson. believe you
Quality digital media is available to all student for the lesson. would score)
InTASC 7

 The candidate applies a breadth of digital media into every

aspect of planning, instructional presentation, student use,
and assessment.
4  Project Based Learning is included.
Exceeding
 The quality of the media is exceptional.
Expectations
Digital media includes but not limited to social media, blogs,
wiki's, video clips, etc. as well as basic power point and data base
use for student records.
 The candidate fully implements basic digital media into
3 planning, instructional presentation, student use, and
Meeting student records.
Expectations  The quality of the media is acceptable.
Student  Basic digital media includes but not limited to
Teaching
PowerPoint, websites, data bases, and social media.

 The candidate partially implements basic digital media into X

2 instructional presentation and/or student use, or student
Developing records.
 The quality of the media is problematic.
Introduction to  Basic digital media includes but not limited to PowerPoint,
Education
websites and data bases.

 The candidate uses digital media without regard to quality

1 and/or consistency for planning, instructional presentation,
student use, and student records.

5
 Does Not
Meet
Expectations

My Score
Demonstrating Knowledge of Resources (Put an X in the
Resources have been provided to all students to support learning. box where you
Utilizes skills and content available to the teacher. believe you
InTASC 7, 8 would score)

The teacher candidate's knowledge of resources for classroom

use and for extending one's professional skill is
4
 extensive, including those available through the school
Exceeding
or district, in the community,
Expectations
 through professional organizations and universities, and
on the Internet.
The teacher candidate displays X
3
 awareness of resources beyond those provided by the
Meeting
school or district, including those on the Internet, for
Expectations
classroom use and for extending one's professional skill,
Student
and
Teaching
 seeks out such resources.
2 The teacher candidate displays
Developing  some awareness of resources beyond those provided by
Gateway II the school or district for classroom use and for
Gateway I extending one's professional knowledge.
Introduction to
Education

The teacher candidate is

1
 unaware of resources to assist student learning beyond
Does Not
materials provided by the school or district,
Meet
nor is aware of resources to expand one's own professional
Expectations
skill.

6
 My Score
Demonstrating Knowledge of Students (Put an X in the
Student learning styles have been addressed in the lesson. box where you
Information about student achievement, culture, and language proficiency are believe you
used to design activities to support content acquisition. would score)
InTASC 1,2

The teacher candidate understands the

 active nature of student learning;
 acquires information about levels of development for
4
individual students;
Exceeding
 systematically acquires knowledge from several sources
Expectations
about individual students' varied approaches to learning,
knowledge and skills, special needs, and interests and
cultural heritages.
The teacher candidate understands the
 active nature of student learning
3
 attains information about levels of development for
Meeting
groups of students;
Expectations
 purposefully acquires knowledge from several sources
Student
about groups of students' varied approaches to learning,
Teaching
knowledge and skills, special needs, and interests and
cultural heritages.
2 The teacher candidate displays X
Developing  generally accurate knowledge of how students learn and
Gateway II of their varied approaches to learning, knowledge and
Gateway I skills, special needs, and interests and cultural heritages,
Introduction to yet
Education  may apply this knowledge not to individual students but
to the class as a whole.
The teacher candidate displays
1  minimal understanding of how students learning;
Does Not  little knowledge of their varied approaches to learning,
Meet knowledge, and skills, special needs, and interests and
Expectations cultural heritages;
does not indicate that such knowledge is valuable.

7
 My Score
Designing Student Assessment (Put an X in the
The teacher incorporates formative assessment techniques throughout the lesson. box where you
Students are assessed at the end of the lesson to determine understanding of the believe you
instructional outcome (learning goal). would score)
InTASC 2, 6

All the instructional outcomes may be assessed

 by the proposed assessment plan, with clear criteria for
assessing student work.
The plan contains
4  evidence of student contribution to its development.
Exceeding Assessment methodologies have been adapted for
Expectations  individual students as the need has arisen.
The approach to using formative assessment is
 well designed;
 includes students as well as teacher use of the
assessment information.
All the instructional outcomes may be assessed
3  by the proposed assessment plan;
Meeting  assessment methodologies may have been adapted for
Expectations groups of students;
Student  assessment criteria and standards are clear.
Teaching
The teacher candidate has a
 well-developed strategy for using formative assessment;
 has designed particular approaches to be used.
Assessment procedures are X
2  partially congruent with instructional outcomes;
Developing
 criteria and standards have been developed, but they are
not clear.
Introduction to
The teacher's approach to using formative assessment is
Education
 rudimentary, including only some of the instructional
outcomes.
Assessment procedures are
1  not congruent with instructional outcomes;
Does Not  lack criteria by which student performance will be
Meet assessed.
Expectations The teacher candidate has
no plan to incorporate formative assessment in the lesson or unit.