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Instruction Rubric

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by

Anita Odle

on 24 August 2015

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Transcript of Instruction Rubric

Standards
and
Objectives
Be sure to

communicate

your standards
and objectives.
evidence that
most
students
demonstrate
MASTERY
of the objective.
Reference them throughout the lesson
are connected
to what students have
previously
learned.
prior knowledge
Motivating
Students

organize the content so that
it is
personally

meaningful
and relevant to students.
learning experiences where
inquiry, curiosity, and exploration
are valued.
tied closely to academic feedback
reinforces
and
rewards
verbal praise, recognition using student examples of work
Presenting
Instructional
Content


that establish the
purpose of the lesson
,
preview the organization
of the lesson, and include
internal summaries
of the lesson
examples,

illustrations,

analogies
, and
labels

for

new
concepts and ideas
visuals
use
concise

communication
all
essential information
Lesson Structure
and
Pacing

Pacing

is
appropriate

and sometimes
provides opportunities
for students who progress at
different
learning
rates
.
Watch your times.
Diff. Inst.
Think
V, A, K
*
Distribute
materials
efficiently
.
Who passes out materials?
*
Little
instructional
time
is
lost
during transitions.

Do students know/understand how to move through activities without confusion.
*support
the lesson
objectives;

Students should be able to explain why the activity connects to the lesson objective.



Activities

and
Materials

model your
performance
expectations;
* student
curiosity
and
suspense
;
provide time for
reflection
*student reflection time

*are relevant to students’ lives
* student
interaction
Questioning
*
knowledge
and
comprehension
;
*

application
and

analysis
;
and
*
creation
and
evaluation
.
USE the
HOTs
*

wait time
*
Volunteers
and
non-volunteers
*
Active responses
*
Equal number

of boys/girls
if
possible
Academic Feedback
focused

frequent
,
and
high quality.
Why is it a good job?
Why do you like that answer?
Remember to explain
Be specific.
Circulate the room during guided
practice.
MOVE around
your instruction
based on
student responses
engage students in giving specific and high quality feedback
to each other
MONITOR AND ADJUST
Grouping
can be:
whole, pairs, individual, small groups (heterogeneous
or
homogenous ability)

students know:

*
their role

*
group expectations

Teacher Knowledge
of
Students

D. I.
SPED
incorporate student interests and
cultural heritage.
V.A.K.
ELL
abbreviated assignments
Differentiation
V.A.K.
Choices in assignments based upon multiple intelligences
extended time
How do you identify the interests of your students and incorporate these into your lessons?
Thinking
Thoroughly
What does this look like in the classroom? What are teachers doing?
Teachers are using HOTs questions.
teach thinking
How will you respond to the student answers?
Asking questions:
Responding:
Structuring:
Give clear expectations. Structure the day for
students to interact. Think about the learning styles of your students.
Model:
Do not be a do as I say teacher but a do as
I do.
Problem Solving
What does this look like?
students use, apply, and implement
what they learn in real-world scenarios
Practical thinking
A class is working on measurement. The teacher tells students they will be building planters of different shapes and sizes. They will need to measure and cut different sizes of wood.

students create, design, imagine, and suppose
Creative thinking
What does this look like?
• Design a food chain for animals.
• Create a survey of favorite food.
• Design a new playground for the school .
• Create a map of your state.
• Create a song or rewrite one.
• Create a football or basketball play during p.e.
students explore and review a variety of ideas, models, and solutions to problems
Research-based thinking
Research three sources of energy.
Which would be best for our environment?
What does this look like?
When questioning
When questioning
Analytical Thinking
comparing and contrasting
venn diagram
analyzing
checklist, chart, mobile
evaluate
explain
iKeepBookmarks.com
A teacher asks students to list on their own all the plants, animals, and attributes of the desert they can identify.
generating ideas
Opportunities
for
students
to
generate ideas
and
alternatives
What does this look
like in the classroom?
In math the teacher asks students to generate different ways to solve a problem and different ways to represent their answers.
generating alternatives
What does this look like in the classroom?
The teacher provides opportunities where students analyze problems from multiple perspectives and viewpoints
Retell a story from a different characters point of view The Three Little Pigs: The Wolf's Story
Ask yourself?
How will I hold everyone accountable for the group work?
Will I give a group grade? Individual grade?
maybe both grades?
information
Do you do an interest inventory ?
Abstraction
Problem Solving
What does this look like in the classroom?
After reading Rumpelstiltskin, Hansel and Gretel, and Little Red Riding Hood, students will create a list of four qualities of a fairytale.
How will you determine
mastery
within
the lesson?
http://wvde.state.wv.us/teach21/FormativeAssessment.html
In some cases, teachers use pictures or symbols to expand meaning for theme especially lower-grade students, visual learners, and ELL students.
KWL chart?
Form of analyzing similarities and differences
recognizes similarities and differences
between items that may seem very different.
Must be able to summarize
when teaching
Instruction
Planning
Environment
Agenda
Brief overview
Rubrics
TEAM*
Evaluation Model
*Tennessee Educator Acceleration Model
Apprentice License
Four

classroom visits
2

announced
2
un
announced
Professional
License
Two
classroom visits
1

announced
1
un
announced
Professionalism
Instruction
Planning
Environment
Professionalism
Instruction
Planning
Environment
Professionalism
INSTRUCTION RUBRC
Feedback is a statement about the
nature of what someone did
Praise is an expression of approval or admiration for someone or something
https://www.teachingchannel.org/videos/making-lesson-objectives-clear
* are challenging for
all
*sustain
students’
attention;
http://www.edutopia.org/pdfs/blogs/edutopia-finley-53ways-check-for-understanding.pdf
Do you use any new terms terms/vocabulary multiple times throughout the lesson?
Are your students asking each other questions?
Students complete different activities to meet the objective
https://www.teachingchannel.org/videos/streamline-teaching-practices
Full transcript