3380 PEDG Unit Plan Rubric
Planning for Learner-Centered Instruction
Student: _______________________________________ Instructor: _______________________________________ Circle performance level. If D, check reason. D C E
Elements Demonstrating Knowledge of Content and Pedagogy (1.8s-1.10s, 3.10s) Content Knowledge: Displays a lack of understanding of the structure of the discipline, or makes content errors. Prerequisite Relationships: Displays a lack of understanding of knowledge and skills students must already have in order to learn the identified content. Content-Specific Pedagogy: Displays a lack of understanding of pedagogical strategies used to promote student leanring of the content. Demonstrating Knowledge of Students (1.1s-1.3s, 1.5s, 1.14s-1.15s, 3.8s) Characteristics of Age Group: Plans are not aligned with the developmental characteristics of the age group. Students' Varied Approaches to Learning: Plans do not reflect knowledge of the different approaches to learning that students exhibit. Student Motivation: Planned instruction would not motivate students to want to learn and achieve. Students' Skills and Knowledge: Plans do not reflect understanding of students' prior knowledge and skills. Students' Interests and Cultural Heritage: Plans do not reflect knowledge of student interests and/or cultural heritages that would further enhance student learning. Selecting Key Knowledge and Skills (1.2s, 1.5s-1.6s, 1.12s, 1.14s-1.15s, 3.7s) Significance: Selected knowledge and skills are trivial, represent low expectations for students, or require little or no conceptual understanding. Clarity: Key knowledge and skills are not discernible. Suitability for Diverse Students: Selects key knowledge and skills that are not aligned with students' needs. Demonstrating Knowledge of Materials, Resources, and Technology (1.16k-1.18k, 1.20s, 3.9s) Materials/Resources: Plans do not indicate an awareness of school or district resources that would assist in teaching and in student learning, or inappropriately uses materials and resources. Technology: Plans do not indicate an awareness of technology that would assist in teaching and student learning, or inappropriately uses technology. Designing Activities That Promote Student Learning (1.19s, 3.7s, 3.11s) Learning Activities: The planned activities do not support key knowledge and skills, or they lack coherence. Learning Groups: The planned activities do not include meaningful groupings of students. Lesson Structure: The planned activities have no defined structure or an illogical sequence. Planning to Assess Student Learning (1.13s, 1.26s) Assessment Content and Materials: The content identified for assessment and/or the assessment methodology are not aligned with key knowledge and skills and/or activities, or little or no evidence of assessment plans are present. Criteria: The criteria identified for the assessment are not aligned with the key knowledge and skills and/or activities. Standard English: a Displays lack of understanding, use and modeling of Standard English. Suggestions for Improvement:
D
C
E
D
C
E
D
C
E
D
C
E
D
C
E
D
C
E
D = Developing; C=Competent; E=Exemplary
Descriptors for C and E on the following page.
PEDG 3380 Unit Plan Rubric
Planning for Learner-Centered Instruction Elements Demonstrating Knowledge of Content and Pedagogy Competent (C) Displays a general knowledge of content and content-specific pedagogy. Plans instruction that will assist most students to gain a deeper understanding of the content as well as the structure of the discipline. Plans are somewhat aligned with the background of the class though they may lack relevance to individual students. Some provisions are made for varying student skills, approaches to learning, interests, and cultural heritages. Selects key knowledge and skills that will cause students to apply and/or analyze new learning. Exemplary (E) Appears to display an intuitive understanding of the content and students' processes in learning content. Plans for students' active participation in lessons that deepen their understanding of the structure of the discipline. Plans are aligned with the background of the class, providing the opportunity for students to see the relevance of the learning activities. Provides for varying student skills, approaches to learning, interests, and cultural heritages. Selects key knowledge and skills that will lead students to advanced levels of learning, such as synthesis and evaluation, and that encourage students to extend learning beyond the scope of the lesson. Plans to use school, district, and community materials, resources, and technology to provide challenging learning activities to students with various levels of need, knowledge, and skill. Planned act...