Active Engagement Indicators ___ Think / pair / share ___ Activating strategies ___ Choral responding ___ Student-lead discussions ___ Students moving about the lab area with a clear purpose and mission ___ Hands-on learning or guided practice ___ Students use their own words to summarize key points to the teacher or to a partner ___ Intensive conversational environment (vs teacher lecture environment) ___ Student presentations ___ Small group and teaming ___ Student demonstrations ___ Student modeling ___ Visual signals that attract and maintain student focus ___ Use of tools and technology ___ Student created visual or graphical representations of teacher- presented material

Activating Strategy

___ Does it connect to previous learning? ___ Do the students show evidence of engagement? ___ Is student participation required? ___ Does it connect to lesson content?

Graphic Organizer ___ Does GO contain keys / essential points from the lesson? ___ Does visual organization enhance student understanding / retention? ___ Do the students help provide some of the information in the GO?

Essential Question ___ Does it guide instruction during lesson? ___ Does it require higher order thinking? ___ Is it assessed during the lesson? ___ Is the EQ posted?

Summary ___ Is each student asked to describe their learning? ___ Do students apply higher level thinking skills? ___ Doe the summary directly relate to EQ?

Vocabulary ___ Are terms categorized, illustrated, applied, analyzed, etc. by students? ___ Is there a connection to previous content made by the teacher? ___ Is a word wall actively utilized?

Comments

Effective Teaching and Learning Strategies Checklist Cumberland Perry AVTS

Teacher:___________________ Observer:___________________ Date of Lesson:___________________

Procedures/Body of Lesson ___ Is it easy to follow / logical sequence? ___ Are the student and teacher actions clear? ___ Is student input or engagement required? ___ Are activities varied to keep students fresh / focused? ___ Does it reference EQ?

Assessment ___ Is the assessment tool used for appropriate content? ___ Is the EQ answered or addressed? ___ Does the assessment require higher order thinking skills?

Walk-Through Name Template

Lesson Plan Lesson Plan Rubric - 2010-2011 (3)

Category Subject

Lesson Plan Feedback Diane Franklin

Start Date End Date

Thu Jul 15 2010 09:12 AM Page 1

1. EQ with Lesson Plans Essential question

A statement - Unsatisfactory

Answered with Yes/NO - Unsatisfactory

Not answered in lesson - Unsatisfactory

Not posted - Unsatisfactory

Not utilized in lesson - Unsatisfactory

Requires recall of content - Satisfactory

Guides instruction during lesson - Satisfactory

Is assessed during lesson - Satisfactory

EQ is posted - Satisfactory

Requires higher order thinking - Commendable

Is often utilized in teaching and summarizing - Commendable

2. Activating Strategy - Lesson Plans Activating Strategy

Statement or rhetorical question - Unsatisfactory

No/little student engagement - Unsatisfactory

Student participation is optional - Unsatisfactory

Little or no connection to previous learning - Unsatisfactory

Evidence of student engagement - Satisfactory

Connects to previous learning - Satisfactory

Student participation is required - Satisfactory

Connects directly to lesson content - Satisfactory

Evidence of high student interest and engagement - Commendable

Previously taught information is expanded and branched directly to new information -

Commendable

3. Procedure/Body - Lesson Plans Procedure/Body of Lesson

Difficult to follow/poorly organized - Unsatisfactory

Student or teacher actions unclear - Unsatisfactory

Little or no student engagement - Unsatisfactory

Does not reference EQ - Unsatisfactory

No connection to previously taught content - Unsatisfactory

Easy to follow/logical sequence - Satisfactory

Student and teacher actions are clear - Satisfactory

Students input or engagement is required - Satisfactory

Connects to previous learning - Satisfactory

References EQ - Satisfactory

Requires high level of student engagement - Commendable

Two or more activities keep students fresh/focused - Commendable

Pace of lesson requires students to remain on task - Commendable

4. Graphic Organizer - Lesson Plans Graphic Organizer

No GO is utilized - Unsatisfactory

GO does not contain key/essential points from lesson - Unsatisfactory

GO does not organize information in any meaningful way - Unsatisfactory

No input from teacher or student is provided - Unsatisfactory

GO contains key/essential points from lesson - Satisfactory

GO’s visual organization enhances student knowledge or comprehension of information -

Satisfactory

Students provide some of the information in the GO - Satisfactory

GO’s organization enhances student ability to apply, analyze, and evaluate information -

Commendable

Students create the GO - Commendable

Students provide most or all the information for the GO - Commendable

5. Vocabulary - Lesson Plans Vocabulary

Definitions are simply given or copied - Unsatisfactory

No word wall is utilized - Unsatisfactory

No connection to previous learning - Unsatisfactory

Terms are categorized, illustrated, applied, analyzed, etc. by students - Satisfactory

Connection to previous content made by teacher - Satisfactory

Word wall is actively utilized - Satisfactory

Terms are integrated into GO with key points from lesson - Commendable

Terms are previewed - Commendable

High student engagement - Commendable

6. Academic Standards - Lesson Plans Academic Content

No standards are identified - Unsatisfactory

Standards do not relate to lesson - Unsatisfactory

Standards are not related to any technical skill or content - Unsatisfactory

One to two standards are identified - Satisfactory

Standards relate directly to lesson - Satisfactory

Academic content is taught as part of the lesson - Satisfactory

Three or more standards identified - Commendable

Academic content is integrated and assessed as part of the lesson - Commendable

7. Summary - Lesson Plans Summary

Teacher summarizes for students - Unsatisfactory

Little or no student engagement - Unsatisfactory

No reference to EQ - Unsatisfactory

Student participation is optional - Unsatisfactory

No teaching strategies are used - Unsatisfactory

Each student engaged in summary - Satisfactory

Summary directly relates to EQ - Satisfactory

Connections to previous learning made - Satisfactory

Organized summary activity occurs at least twice during lesson - Commendable

Summary information is used for GO - Commendable

8. Assessment - Lesson Plans Assessment

EQ is not answered or addressed - Unsatisfactory

Teacher cannot gauge student learning or no evidence of learning - Unsatisfactory

Academic content is not assessed - Unsatisfactory

Assessment tool is appropriate for content - Satisfactory

EQ is answered or addressed - Satisfactory

Assessment requires higher order thinking skills - Satisfactory

Academic skills are assessed - Satisfactory

Differentiated assessment is evident - Commendable

CPAVTS Lesson Plan and Walkthrough Rubric 2009-2010 Instructor_____________________ Evaluator_______________________ Date_________ Date Lesson to be Taught_________ Lesson Plan_____ Walkthrough_____

During Walkthroughs not all elements may be observed and will be noted as NO-Not Observed.

LFS Lesson Element Unsatisfactory Satisfactory

Commendable (Includes all components of satisfactory in addition to the following characteristics)

Comments

Essential Question

• A statement • Answered with Yes/NO • Not answered in lesson • Not posted • Not utilized in lesson

• Requires recall of content • Guides instruction during lesson • Is assessed during lesson • EQ is posted

• Requires higher order thinking • Is often utilized in teaching and

summarizing

Activating Strategy

• Statement or rhetorical question • No/little student engagement • Student participation is optional • Little or no connection to previous

learning

• Evidence of student engagement • Connects to previous learning • Student participation is required • Connects directly to lesson content

• Evidence of high student interest and engagement

• Previously taught information is expanded and branched directly to new information

Procedures/Body of Lesson

• Difficult to follow/poorly organized • Student or teacher actions unclear • Little or no student engagement • Does not reference EQ • No connection to previously taught

content

• Easy to follow/logical sequence • Student and teacher actions clear • Students input or engagement is

required • Connects to previous learning • References EQ

• Requires high level of student engagement

• 2 or more activities keep students fresh/focused

• Pace of lesson requires students to remain on task

Graphic Organizer

• No GO is utilized • GO does not contain key/essential

points from lesson • GO does not organize information in

any meaningful way • No input from teacher or student is

made

• GO contains key/essential points from lesson

• GO’s visual organization enhances student knowledge or comprehension of information

• Students help to provide some of the information in the GO

• GO’s organization enhances student ability to apply, analyze, and evaluate information

• Students create the GO • Students provide all the information

for the GO

Vocabulary • Definitions are simply given or copied • No word wall is utilized • No connection to previous learning

• Terms are categorized, illustrated, applied, analyzed, etc. by students

• Connection to previous content made by teacher

• Word wall is actively utilized

• Terms are integrated into GO with key points from lesson

• Terms are previewed • High student engagement

S ummary

• Teacher summarizes for students • No/little student engagement • No reference to EQ • Student participation is optional • No teaching strategies used

• Each student engaged in summary • Summary directly relates to EQ • Connections to previous learning

made

• Organized summary activity occurs at least twice during lesson

• Summary information is used for GO

Assessment • EQ is not answered or addressed • Teacher cannot gauge student

learning or no evidence of learning

• Assessment tool is appropriate for content

• EQ is answered or addressed • Assessment requires higher order

thinking skills

• Differentiated assessment is evident

PA CEW, Reading and

Math Standards

• No standards are identified • Standards to not relate to lesson

• 1-2 standards are identified • Standards relate directly to lesson • 3 or more standards identified