Effective Teaching and Learning Strategies Checklist Cumberland Perry AVTS
Teacher:___________________
Observer:___________________
Essential Question
Date of Lesson:___________________
Active Engagement Indicators
___ Does it guide instruction during lesson?
___ Think / pair / share
___ Does it require higher order thinking?
___ Activating strategies
___ Is it assessed during the lesson?
___ Choral responding
___ Is the EQ posted?
___ Student-lead discussions
Procedures/Body of Lesson
___ Students moving about the lab area with a clear purpose and mission
___ Is it easy to follow / logical sequence?
___ Hands-on learning or guided practice
___ Are the student and teacher actions clear?
___ Students use their own words to summarize key points to the teacher or to a partner
___ Is student input or engagement required? ___ Are activities varied to keep students fresh / focused? ___ Does it reference EQ?
___ Intensive conversational environment (vs teacher lecture environment) ___ Student presentations ___ Small group and teaming ___ Student demonstrations
Activating Strategy ___ Student modeling ___ Does it connect to previous learning? ___ Visual signals that attract and maintain student focus ___ Do the students show evidence of engagement? ___ Is student participation required? ___ Does it connect to lesson content?
___ Use of tools and technology ___ Student created visual or graphical representations of teacherpresented material
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?
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?
Assessment ___ Is the assessment tool used for appropriate content? ___ Is the EQ answered or addressed? ___ Does the assessment require higher order thinking skills?
Comments
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 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
Procedure/Body of Lesson
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 EQ is not answered or addressed - Unsatisfactory
Assessment
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_____________________ LFS Lesson Element
Essential Question
Activating Strategy
Procedures/ Body of Lesson
Unsatisfactory • • • • • • • • • • • • • • • •
Graphic Organizer
Evaluator_______________________ Date_________
• •
A statement Answered with Yes/NO Not answered in lesson Not posted Not utilized in lesson Statement or rhetorical question No/little student engagement Student participation is optional Little or no connection to previous learning 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 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
Vocabulary
• Definitions are simply given or copied • No word wall is utilized • No connection to previous learning
Satisfactory • • • •
Requires recall of content Guides instruction during lesson Is assessed during lesson EQ is posted
• • • •
Evidence of student engagement Connects to previous learning Student participation is required Connects directly to lesson content
Date Lesson to be Taught_________ Lesson Plan_____ Walkthrough_____ Commendable
• Easy to follow/logical sequence • Student and teacher actions clear • Students input or engagement is required • Connects to previous learning • References EQ • 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 • Terms are categorized, illustrated, applied, analyzed, etc. by students • Connection to previous content made by teacher • Word wall is actively utilized
(Includes all components of satisfactory in addition to the following characteristics)
• Requires higher order thinking • Is often utilized in teaching and summarizing • Evidence of high student interest and engagement • Previously taught information is expanded and branched directly to new information • Requires high level of student engagement • 2 or more activities keep students fresh/focused • Pace of lesson requires students to remain on task • GO’s organization enhances student ability to apply, analyze, and evaluate information • Students create the GO • Students provide all the information for the GO • 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
During Walkthroughs not all elements may be observed and will be noted as NO-Not Observed.
