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EDUC 240 Instructional Processes and Assessment UNIT PLAN GRADING RUBRIC Spring 2010 Exceptional 10
Instructional Planning
Consistently uses creative, thoughtfully relevant, and developmentally appropriate strategies and activities Enduring Understanding is appropriate, clearly outlined and superbly constructed
Proficient 9-7
Mostly uses creative, thoughtfully relevant strategies. All are developmentally appropriate. Enduring Understanding is appropriate. Goal can be inferred and construction is acceptable. Unit Summary includes main concepts, appropriate activities and inferences can be made as to how the goal will be achieved. Objectives are appropriate. Target objectives can be inferred or are stated but not organized fully. Essential question is age appropriate and open ended. Unit and content questions support essential question and the big idea. Students are involved in the learning process and actively engaged in most lessons. Planning includes activities that are focused toward student directed learning. Steps and flow of the active learning plans are easily determined. Content knowledge and pedagogy are evident. Lessons refer to student diversity and individual needs. Plans accommodate a variety of learning styles in most lessons. Pre-service candidates ability to think about diversity is evident
Developing 6-5
Some creativity in strategy. Most strategies are developmentally appropriate.
Unacceptable 4-0
Minimal creativity in planning. Many activities are not developmentally appropriate. Enduring Understanding is minimal and/or not appropriate. Outline is poorly constructed or nonexistent. Unit Summary is not clear describes or does not correlate with actual unit plans. Some activities are not appropriate. Questions as to unit goal plans. Objectives are not prioritized, too all- inclusive, and targeted objectives are unclear. Essential question is not age appropriate or is not a question. Unit and content questions lacking in number or design. The learning process does not directly involve the student in active learning. Activities in lessons are minimal. Minimal description of the planned steps and flow of the plans. Content knowledge and/or pedagogy are significantly underdeveloped. Lessons do not demonstrate planning for the diverse learning styles. Pre service candidates ability to think about diversity is not evident.
Unit Overview
Unit Summary is a clear description that includes main concepts, appropriateness of activities, and how the unit goal will be met. Objectives are clearly prioritized and appropriate. Target objectives are clearly stated. Essential question is creative, grade level appropriate, open ended, and relevant to students. Unit and content questions clearly support the big idea. Students are clearly involved in the learning process and actively engaged in all lessons. Careful planning is given to activities and student directed learning. Provides a clearly planned picture of the steps and flow of the active learning plans. Clearly demonstrates content knowledge in this unit plan and pedagogy. Lessons clearly address diversity of student abilities in a carefully and thoughtfully planned way. Types of activities consistently target a variety of learning styles.
Unit summary includes partially developed concepts. Activities are appropriate but not fully developed. Some question as to how unit goal will be met. Objectives are too inclusive and target objectives cannot be determined. Organization is unclear Essential question is age appropriate. Some unit and/or content questions support essential question.
Unit Foundation
Framing Questions
Unit Details
Students are the center of the learning process in involved in some of the lessons in an active manner. Student directed learning requires further development Some steps in the flow of lesson plans are missing, making it difficult to understand the active learning plan. Content knowledge is evident, but pedagogy is underdeveloped. Lessons indicate minimal planning for diverse learners and special needs within this classroom. Pre service candidates ability to think about diversity is questionable.
INSTRUCTIONAL PLANNING
/80
Standard 4 Exhibit
Exceptional 10 Clearly and consistently uses relevant and appropriate methods to obtain information about selected students that may influence instruction Uses a variety of formative assessment methods and all are clearly explained and appropriate in nature. It is clearly outlined how each contributes to answering the essential question and unit goal. Uses a clearly outlined summative assessment with a clearly outlined correlation to the goal of the unit and the essential question. Analysis of data accurately depicts mean, median, standard deviation, and range. There are four grades. organization is clear. Fictional analysis is appropriate, relevant, realistic, creative, and complete. It addresses your instruction issues, as well as student issues. Parent letter for rubric and welcome letter are free from error, appropriate to content, and creative. Plan is professionally organized, clearly labeled, and neat. All items from unit template are thoughtfully and carefully implemented and spelling and grammar are exemplary. Proficient 9-7 Clearly and consistently uses relevant and appropriate methods to obtain information about selected students. Uses a variety of formative assessment methods. All are appropriate and use is explained or can be inferred. It is evident how each contributes to the essential question and unit goal. Summative assessment is evident. Correlation to the goal of the unit and the essential question is evident. Analysis of data accurately depicts mean, median, standard deviation, and range. There are four grades. Fictional analysis is appropriate and relevant, and realistic. It addresses your instruction issues, as well as student rationales for grades. Parent letter for rubric and welcome letter are free of errors and appropriate to content. Plan is organized and labeled. Neat and easy to follow. All items from template are carefully implemented with minimal spelling or grammatical errors Developing 6-5 Uses relevant and appropriate methods to obtain information about selected students. Uses some formative assessment, but may not address purpose. Most are appropriate. Further development required relating assessment to the essential question and unit goal. Summative assessment is evident but it is unclear how it contributes to the goals of the unit and the essential question. There is some analysis of required data. There are four grades. An attempt has been made at organization. Fictional analysis is appropriate and somewhat relevant. An attempt is made to address some instructional and/or student issues. Parent letter and welcome letter are present. Some errors or questions related to content. Plan is somewhat organized. Some question as to neatness. Most items from template are implemented. Some spelling and grammatical errors. Unacceptable 4-0 Use of assessment is minimal throughout. Considerable attention is required in further developing this area. Formative assessment is unclear or non existent. Considerable attention is required in further developing this area.
Assessment
Summative assessment method is unclear or non existent. Considerable attention is required to further develop this area. Data is not analyzed or attempt to analyze is minimal. Organization is poor.
Fictional analysis is inappropriate or irrelevant. Minimal or no attempt made to address issues. ASSESSMENT Parent letter or rubric letter are missing or poorly constructed. Unorganized or sloppy. Many items from template may be missing. Significant number of spelling or grammatical errors. ORGANIZATION TOTAL UNIT PLAN /20 /150 /50
Organization
REFLECTIONS 15 Reflections of microteaching are thoughtful and clearly relevant to the lesson. These demonstrate constructive use of feedback without exception. 14-13 Reflections of microteachings are clearly relevant to the lesson. These demonstrate constructive use of feedback. 12-10 All reflections of microteachings are relevant or can be inferred as relevant to the lesson. Some use of feedback is evident. 10-0 Reflections for microteachings are missing or do not demonstrate use of feedback. Lacking in relevance.
Reflection 1
Reflection 2
Reflections of microteaching are thoughtful and clearly relevant to the lesson. These demonstrate constructive use of feedback without exception.
Reflections of microteachings are clearly relevant to the lesson. These demonstrate constructive use of feedback.
All reflections of microteachings are relevant or can be inferred as relevant to the lesson. Some use of feedback is evident.
Reflections for microteachings are missing or do not demonstrate use of feedback. Lacking in relevance.
REFLECTION TOTAL
/30