Rubric-Microteaching #2 Name of presenter: ____________________

Please rate the student on the following categories:

I. Lesson Plan
Category -e!cellent "-good 2-sufficient #-in progress
Clarity and
organi$ation
Concise% measurable
purpose&ob'ecti(es embedded
in content&conte!t)
*as+s achie(able in specified
timeframe) all parts of the
lesson plan are included
,b'ecti(es may lac+ an
essential element) -esson
contains most elements of
lesson plan% but order of
tas+s are in .uestion
,b'ecti(es lac+
se(eral elements)
-esson was not well
organi$ed to ensure
ma!imum learning
*he lesson in general
was not effecti(e)
lac+ed se(eral lesson
phases
/se of teaching
concepts&theories
0tandards reflected%
demonstrates clear +nowledge
and use of a (ariety of theories
and methods appropriately
chosen for the class
*heories are present and
effecti(e but a (ariety is
lac+ing
*heories are present
but not used
effecti(ely and are
limited in (ariety
*heories are sparsely
used 1if at all2
-esson inclusi(e of
conte!t applications
3real life4 conte!t% meaningful
applications% schemata%
engaging .uestions% related to
other material&concepts%
authentic material
Conte!t is present%
.uestions are present% but
choice in .uestions&conte!t
are not necessarily
relatable&memorable
0ome conte!t but little
application to real life
situations 1.uestions
with no purpose-lac+
of communicati(e
planning2
-ittle to no conte!t
application
II. Teaching Activity
Category -e!cellent "-good 2-sufficient #-in progress
5ngaging students 6ppropriate pace%
comprehension chec+s%
relating to students%
appropriate for le(el%
interaction between teacher
and student&student and
student% all modes of
communication are used
0ome modes of
communication are used%
pace or le(el may be
slightly off%
comprehension chec+s are
regular but don4t
accurately gage learning
Comprehension
chec+s too few or are
not effecti(ely used)
interaction and modes
of communication are
lac+ing
7ery few 1or no2
comprehension
chec+s% little to no
interaction% no
(ariety in modes of
communication
8eli(ery and
Presentation
9ood (oice% asserti(eness%
confidence% eye-contact% 3with-
it-ness4 factor% enthusiasm%
good body language% smooth
transitions% professional
appearance
Confidence% some eye-
contact% may ha(e used -#
occasionally% not entirely
3with-it4 for entire class%
:s confident% but may
be lac+ing
asserti(eness% -# is
present% authentic and
meaningful material
are not presented%
presentation is clearly
too short&too long
Not confident%
e!tensi(e use of -#%
is not asserti(e for
most of the class%
non-effecti(e (isuals
:nstructional 0+ills e!clusi(e -2) authentic
(isuals) within time limit and
uses time effecti(ely)
authentic and meaningful
material is used) ob'ecti(es
clearly stated) integration of
all modes of communication)
appropriate assessment)
(ariety of methods and
strategies
Predominant use of -2)
some (ariety of methods)
ob'ecti(es not embedded
in content)
timing appropriate) May
lack some of the items
noted in excellent column
/se of -2 not
sustained) lesson not
embedded in
meaningful tas+s or
content) ob'ecti(es do
not clearly reflect the
lesson) one mode of
communication is
dominant) lac+ of
(ariety of methods and
approaches
-ittle use of -2)
*as+s lac+ conte!t
and content)
ob'ecti(es do not
dri(e the tas+s)
assessment of
student
comprehension
lac+ing) little if any
(ariety of
tas+s&methods
III. Self-Evaluation
Category -e!cellent "-good 2-sufficient #-in progress
Materials 0elf-e(aluation% lesson plan%
878% and peer e(aluations are all
present
Missing one of the
re.uired documents
Missing se(eral
documents
0upporting
materials not
pro(ided
6nalysis :ncludes strengths&wea+nesses%
analysis of (ideo% in-depth
analysis with e!amples% theories
and details to bac+ it up; :ncludes
references to theoretical
underpinnings of instructional
tas+s
:ncludes all aspects but
may be lac+ing the more
in-depth analysis o(erall)
some tie to theory present
-ac+s reflection and
analysis as to what
wor+ed and why and
what did not wor+ and
why) little tie to theory
-ac+ any analysis)
purely descripti(e
in nature) no tie to
theory