Вы находитесь на странице: 1из 6

Running head: LESSON ANALYSIS AND EVALUATION 1

Lesson Analysis and Evaluation


Kate Grzywa
ESL 507
July 7, 2014
Nona Hall
LESSON ANALYSIS AND EVALUATION 2


Lesson Analysis and Evaluation
Introduction
The effectiveness of multicultural lessons rely on the ability of culturally responsive
teachers to connect lessons to students cultural background, prior knowledge, interests and
experiences using the principles that guide culturally responsive teaching as a backdrop.
Multicultural activities respond to and celebrate diversity in a positive and comfortable
classroom environment where the teacher maintains positive relationships with students and their
families. In addition, such activities enable students to make connections between home and
school and the familys academic contributions are appreciated and welcomed in the classroom.
English Language Learner Strategies
Teachers in culturally responsive classrooms use various methods of teaching and
instruction. These instructional methods are provided in an accepting and comfortable
atmosphere that allows students to discuss and ask questions. For example, scaffolding is often
used to provide English learners (ELLs) with enough support to reach academic goals that are
out of their reach. To make lessons comprehensible, culturally responsive teachers model
activities in order to demonstrate the expectations and communicate high expectations to ELLs.
Moreover, visuals, verbal instruction and kinesthetic activities are incorporated in the lesson to
meet the needs of all learners (Brown & Kysilka, 2009).
Culturally Responsive Assessment of Student Learning
The rubric below evaluates the effectiveness of the Global Issues lesson plan on
endangered species by examining the presence of multicultural focus in the lesson objectives.
Additionally, the rubric evaluates the presence of stereotypes and checks for developmental
appropriateness of the vocabulary used in the lesson. The rubric also examines whether the
LESSON ANALYSIS AND EVALUATION 3


lesson uses visual aids to meet the different learning styles of ELLs and whether the lesson
engages students and promotes interactions among them.
Rubric:
Criterion Unsatisfactory
1
Satisfactory
2
Proficient
3
Advanced
4
Exemplary 5
Objectives
or Goals



Absent or w/o
multicultural(M
C) focus (e.g.
animals & what
country they
came from) or
is absent.
MC focus
not actively
involving
students.
Below
knowledge
level (i.e. no
knowledge of
facts)
Too General-
Developmental
Appropriatenes
s.
No age level
indicated
MC focus
present but
not of
primary
importance
or trivial
(food day,
making
African
beads).
MC focus
does not
actively
involve
students.
- Knowledge
factual level
- Stereotype
& bias in
objective
content.
- Age level
minimally
appropriate
MC focus is
on central part
of lesson.
Objective
involves
factual info
about cultures,
but not on
human
interaction or
understanding.
MC focus
students at
semi-passive
level (i.e.
performance
w/o
reflection).
- Knowledge
or
comprehensio
n level
objectives (i.e.
students asked
to do more
than
regurgitate
facts;
knowledge
and activity).
- No
stereotypes or
bias
- Lesson
appropriate for
MC focus on
central;
objective
centers on
human
interaction
and/or
understanding
- MC focus
actively
involves
student role
playing,
cooperative
learning,
cooperative
games,
decision-
making-
Above
Knowledge &
comprehensio
n level (e.g.
analysis,
synthesis,
evaluation).
- Efforts to
overcome or
counteract
stereotype.
- Matches age
level &
includes age
level
adaptations
Central
objective of
interactions
among students
are above and
beyond
LESSON ANALYSIS AND EVALUATION 4


level.
Mechanics



Incomplete;
missing one of
the following:
Objective
Content,
Procedure,
Evaluation/
Assessment,
Check for
Understanding
-No match
between
objectives,
activities,
and
assessment
-Assessment
cursory,
topical, or
not specific
-Assessment
on
understandin
g of facts.
Student does
not search
meaning.
- Only some
students are
assessed
- Assessment
matches
objectives &
activities only
partially (i.e.
plan in on
differences,
assessment is
on identifying
skin color)
- Assessment
cursory,
topical, not
specific
enough
- Assessment
on
understanding
facts/figures.
Students does
not search for
individual
meaning of
info/lesson
- Assessment
uses I method
only
- although
everyone is
assessed they
must respond
in the same
way
- Clear match
between
objectives,
activities and
assessments
.- Involves
MCD
comprehensiv
e assessment
- Depth of
understanding
(i.e. meaning
beyond facts);
(i.e. has
student
explain
meaning)
- Appropriate
to student
learning styles
(i.e. multiple
intelligences)
Exemplary
match between
objectives,
activities and
assessments
Rationale -Expresses
apathy for
differences ( no
mention of
diversity)
-
Indifferences
or unconcern
for diversity
(recognizing
differences,
minimizing
importance).
- Reflects
recognition,
acceptance of
differences
- Some
reflection on
perspectives
-Reflects
respect and
affirmation of
individual
differences.
- Skills taught
which can be
uses in
interactions
with fellow
Exceptional
reflections of
individual
differences
LESSON ANALYSIS AND EVALUATION 5


students and
outside the
classroom.
Inclusive -No adaptation
apparent for
differing
learning styles.
- Lesson
content
examined in
one
material/activit
y.
- One form of
student
achievement
expected.
- Learning
assistance is
inappropriate,
unreasonable,
non-existent.
- One
adaption
apparent for
differing
learning
styles.
- Lesson
content
examined in
one
manner/activ
ity
One form
of
achievement
expected.
- One mode
of learning
assistance
provided
- 2+
adaptation to
support more
than one
learning
style.
- Use different
way to
examine
subject- 2
forms of
student
achievement
expected
- Uses more
than 1
differing
modes of
learning
assistance.
-Many
different
adaptations for
learning styles
of all.
Different
ways to
examine style.
- Students are
encouraged to
achieve in
different ways.
- Learning
assistance
available in
different
formats
appropriate for
class needs
Provides
different
adaptations for
learning styles
which exceed
the norm.

Conclusion
Students feel more comfortable sharing in cooperative groups than in large groups
because cooperative groups provide support and promote healthy interdependence among
students. Thus, culturally responsive lessons enhances the ELLs oral communication, critical
thinking, writing skills and cultural knowledge while focusing on the principles of culturally
mediated instruction, student-centered instruction and the teacher as a facilitator.

LESSON ANALYSIS AND EVALUATION 6


References
Brown, S.C., & Kysilka, M. L. (2009). What every teacher should know about multicultural and
global education. Boston, MA:Pearson