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Teacher reflective_rubric
This document is a teacher reflective rubric that evaluates a learning scenario called "We give peace a chance". The rubric assesses the lesson based on criteria such as subject matter knowledge, structured lesson, technology use, and collaborative learning environment. Each criteria is rated on a scale from needs improvement to highly effective. The rubric provides descriptions of what demonstrates each rating level for teachers to self-assess their lesson planning and teaching strategies.
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Teacher reflective_rubric
- 1. Teacher reflective rubricon “We give peace a chance” learningscenario CRITERIA Needs improvement Developing Effective Highly effective SUBJECT MATTER KNOWLEDGE Strategiesthatare consistentwith EnglishandA2 level were notused. Strategiesthatare consistent withEnglishandA2 level were rarelyused. Strategiesthatare consistent withEnglishandA2 level were used Strategiesthatare consistentwith EnglishandA2 level were usedand innovative materialstosupport studentlearningwere integrated. STRUCTURED LESSON The lessonhadno clearstructure or appropriate time allocationand providedminimal learningactivities,not challengingorappropriate forthe instructional goals. The structure of the lesson and the allocatedtime were not alignedtothe content and activities.The activities are toochallengingornot challengingenoughforthe students. The lessonwaslogically structured,withappropriate time allocation, differentiatedcontentand challengingactivitiesand materialsthatencourage higher-level thinking. The lessonwaslogicallystructured, withappropriate time allocationand differentiatedcontent,tomeet studentneeds,avarietyof challenging activitiesandmaterialsthatencourage higher-level thinkingandconnectto othersubjects. TECHNOLOGY Technologywasnotused. Technologywasusedto create and personalize learningexperiences. Technologywasusedto create and personalize learningexperiencesthat fosterindependentlearning. Technologywasusedtocreate and personalizelearningexperiencesthat fosterindependentlearningand accommodate learnerdifferences. COLLABORATIVELEARNING ENVIRONMENT Little efforttofacilitate studentworkin groups,or attemptswere notenough. Some interpersonal,group and communicationskills were cateredforand some opportunitiesforstudentsto workin groupswere provided. Students’interpersonal, group,and communication skillsandopportunitiesfor studentstolearningroups withdiverse peerswere provided. Interpersonal,groupand communicationskillswere reinforced so that studentscouldseekouttheir peersas resources.