This is a rubric prepared for Teacher Trainers/ Supervisors/ Principals and the teachers themselves to be able to do self-evaluation if their practices are already aligned to the learner-centered strategy

1. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS
Joel Wayne Ganibe (SESDP DPTL Component 2: Quality)
Rubrics of Assessment for Evaluation of Teaching Demonstrations
(Please encircle the number for the score. Note that 4- stands for expert; 3 for proficient; 2-
for needs improvement and 1- for beginner.)
Domain(area
being assessed)
4 Expert 3 Proficient 2 Needs
improvement
1 Beginner
A. Lesson
planning
Teaches with learner-
centered approach) and
prepared with various
activities (that appeal to
3 kinds of learners—
visual, aural/audio,
kinesthetic)and provides
challenging/fun
experiential learning
opportunity(games/
experiments/field
observation). (1 pt)
The content of lesson is
relevant to curriculum
objectives. (1 pt)
Delivery is within time
allocation/ Activities were
prioritized according to
learning impact
(1 pt)
Critical thinking
(analyzing/evaluating
and creating new
knowledge/ conclusions)
and need for further
learning (homeworks) is
fully encouraged and
achieved
(1 pt)
Teaches with learner-
centered approach, has
some variety in learning
activities (appeals to only
2 kinds of learners (ex.
aural/audio & visual only)
and also tries to provide
experiential learning
opportunity (games/
experiments/field
observation) .
(0.5 point)
The content of the
lesson is relevant to
curriculum objectives.
(1 pt)
Delivery is within the
time allocated/Activities
were prioritized
according to learning
impact. (1 pt)
Critical thinking
(analyzing/evaluating
and creating new
knowledge/ conclusions)
and need for further
learning (homeworks) is
encouraged and
“somehow” achieved
(1 pt)
Still uses mostly teacher
centered approach
(lecture) and appeals
mostly to aural learning
style. Limited activities to
“read the textbook and
answer the quiz”and has
limited techniques to
make the students
“experience the
principle” of the lesson.
(0.5 point)
The content of the
lesson follows the
textbook but that’s it, the
bigger idea or curriculum
objectives is not really
taught.(0.5 pt)
Time management is
poor/activities not
prioritized (too long or
too short to get the core
lesson)
0 pt)
Emphasis was on
remembering,
understanding and
applying only. (0.5 pt)
*No follow up learning or
deepening encouraged.
Only uses the easy
teacher centered
approach
(I talk-- you listen; or
“just read together, I
will ask questions
later)
(0 pt)
The objective or
learning goal is not
really clear. Only
activity based and
just the textbook.
(0 pt)
Time management
is poor/activities not
prioritized (too long or
too short to get the
lesson)
0 pt)
Emphasis was on
remembering,
understanding not
even applying yet.
(0 pt)
*No follow up
learning or
deepening
encouraged.
B. Use of
the
Learner-
Centered
Approach
Implements the lesson
plan very well
(1 pt)
Achieves full knowledge
transfer by using all
appropriate tools to
engage all learners
---(Prepared for any
situation/challenges in
Implements the lesson
plan sufficiently
(1 pt)
Achieves partial
knowledge transfer by
using some appropriate
tools to engage learners
--- (Prepared for most
situations/challenges in
Implements the lesson
plan but wasn’t able to
sustain interest/ was
distracted and possibly
got off-track (0.5 point)
Limited knowledge
transfer, needs more
mastery of tools (needs
to plan better using UbD)
--not really prepared;
Tries to teach but
not according to
plan; relies on
rambling stories
(0 pt)
Very limited
knowledge transfer
but cannot really tell
because no clear
plan and evidences
for learning; depend

2. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS
Joel Wayne Ganibe (SESDP DPTL Component 2: Quality)
the classrooms with tools
like graphic organizers,
mindmaps, rubrics,
games, real life
applications, motivation,
formative assessment,
positive feedback, group
learning, debate,
homework, projects)
(1 pt)
Made it clear to all
learners that they must
develop their own
independent learning
plan and are responsible
to discover and verify
knowledge on their own.
Teacher will help open
the door but they must
cross the entrance on
their own. (1 pt)
Most Students confident
to ask difficult questions
for deeper learning;
attracted to learn;
become very curious
(1 pt)
the classrooms with tools
like graphic organizers,
mindmaps, rubrics,
games, real life
applications, motivation,
formative assessment,
positive feedback, group
learning, debate,
homework, projects)
(1 pt)
Somehow
communicated to the
learners that it’s their
responsibility to learn
and they must not only
depend on teacher or
textbooks.
.(0.5 pt)
some Students confident
to ask difficult questions
for deeper learning.
(0.5 pt)
Designed only limited
activities/tasks are not
too interesting or directly
result in learning
evidences; lacks skills to
cope with
situation/challenges in
the classrooms.
.(0.5 pt)
Students still depend too
much on teacher and are
not confident to discover
on their own, or to ask
good questions.
(0 pt)
only on textbook/
teacher guide; did
not analyze the
learners to design
the best strategy;
(0 pt)
Teacher tries to
spoon-feed learning
to students, and so
they are bored or
depend too much
and are hesitant to
explore and validate
other learning
resources
(0 pt)
C. Use of
Instruction
al Materials
Instructional materials
directly aid full learning
of the lesson and attract
curiosity/ discovery
(2 pts!)
and
Uses locally available,
indigenous materials
creatively-- suitable to
local context and faithful
to the main lesson
objective/big idea
(2 pts!)
Instructional materials
directly aids full learning
of the lesson and can
attract curiosity/
discovery (2 pts!)
Uses locally available,
indigenous materials --
suitable to local context
but mostly just based on
the textbook only. (1 pt)
Instructional materials
are passable but does
not directly aid full
learning of the lesson
and was just based on
the textbook only (0.5 pt)
Did not use any
instructional
materials to
enhance learning—
just the textbook
(0 pt)
D.
Evaluation
The lesson is very clear
in terms of:
(i) Tested/Verified prior
learning of class on new
topic/lesson via
KWHL/WIKI mindmap to
make sure foundational
knowledge is in place,
especially for slow
learners (1 pt)
The lesson was prepared
based on WALT and
WILF.
(i) Made continuity/
connection from prior
lessons but without
verifying prior
learning/readiness
especially of "slow
learners" before
introducing new lesson.
Learning objective is clear
but unclear evidence that
learning happened.
(i) no continuity/
connection from prior
lessons; no fail-safe
technique for ALL
learners to be able to
follow pace of class
learning (risk students
left behind) (0 pt)
No learning
objective and no
clear target of
evidence of
learning. (0 pt)

3. HOW TO TELL IF A TEACHER IS LEARNER-CENTERED/HAS MINIMUM PCK SKILLS
Joel Wayne Ganibe (SESDP DPTL Component 2: Quality)
(ii)learning objectives
with use of WALT (we
are learning to___);
(1 pt)
(iii) evidence of learning
via WILF (what I'm
looking for) was clearly
communicated from the
start
(1 pt)
(iv) clear evidence that
students have learned
based on a test/
performance task or
other such evidence.
(1 pt)
(0.5 pt)
ii)WALT clearly sets the
lesson objective,
(1 pt)
(iii) while WILF sets the
evidence of learning or
the learning assessment
tool, it wasn't clearly
communicated to
learners from the start.
(0.5 pt)
(iv) no other evidence
integrated into learning
activities to prove that
students have
learned/objectives were
achieved (0 pt)
ii) WALT was
established at start)
(0.5 pt)
iii) WILF was not
established (0 pt)
BONUS POINT! • Engaged the students to co-design the evaluation rubric (1 pt)
• Engaged students to do their self-evaluation based on their own personal learning
goals/objectives:
o if as part of WILF session at the start via KWHL or students learning journal: 2 pts!
because this reinforces self-directed learning and encourages students to set their
own learning goals/targets
o if at the end of the lesson 1 pt)
For scoring summary, the total perfect score is 16. To get the rating, use:
Score divided by 16 = Rating