Rubric
| Exceeds Expectations | Meets Expectations | Needs Improvement | Does Not Meet Expectations | |
|
Comprehension 10 points |
The teacher fully understands the content, purpose, and subject matter critically to ensure that students have background knowledge. (10-9) |
The teacher understands the purpose and content and ensures that everything is clear and concise. (8-6) |
There is no clear structure on the purpose of the lesson. No connection between the subject and purpose of the lesson (5-3) |
The teacher does not clearly understand the content, purpose, and subject matter of the lesson. (2-0) |
|
Transformation 20points |
The teacher enacts an effective plan, including appropriate methods and procedures, to promote the effective representation of ideas. (20-19) |
The teaching plan includes best practices using tools and materials that make the content relatable and meets students’ needs. (17-15) |
The lesson lacks a clear plan for the organization of ideas and the methods to use. (14-8) |
The lesson is disorganized and lacks a plan. (7-0) |
|
Instruction 30 points |
The teacher uses purposeful and intentional teaching acts and strategies. | The teacher uses the best practices that are appropriate to the subject matter and lesson objectives. | Poor presentation of content and the teacher lacks pedagogical knowledge. | No observable forms of active teaching |
|
Evaluation 20 points |
Evaluation is present in the beginning, during, and after a lesson via formal and informal means for checking student’s comprehension. (20-19) |
Evaluation is present at the beginning, middle, and throughout the lesson. (17-15) |
Limited use of evaluation throughout the lesson (14-8) |
Evaluation is lacking, and the teacher fails to use best practices to check for student understanding. (7-0) |
|
Reflection 10 points |
The teacher demonstrates analytical knowledge in assessing the teacher’s work concerning the lesson objectives and makes appropriate changes and adaptations. (20-19) |
The teacher critically analyses the classroom and one’s performance. (17-15) |
The teacher reflects on the lesson. (14-8) |
There is no reflection. Does not check whether the lesson met the objectives (7-0) |
|
New Comprehension 10points |
The teacher uses the reflections to develop a deeper understanding of students, their needs, and the content area. (10-9) |
The teacher uses reflections to learn about new experiences. (8-6) |
Consolidation of new understandings (5-3) |
The teacher and students fail to create new understandings from the learning experience. (2-0) |
Assessment of the Lesson Plans
Controversial Environmental Issues Lesson Plan
The lesson plan “Controversial environmental issues” by Gregory (n.d.) is designed for grade 6-8 students. The lesson aligns with the first step of comprehension, which involves understanding the subject, purpose, and structure. The lesson contains objectives and outcomes, thus demonstrating a clear purpose. A common core alignment is also provided to indicate the teacher's understanding of how the subject aligns with the curriculum. Under this aspect, the lesson exceeds expectations.
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In regards to transformation, the lesson has a clear plan that includes a list of materials needed and a systematic procedure of the lesson from the beginning to the end. Thus, the transformation of the lesson meets expectations. The instruction is strategic, such that the teacher begins with assessing the background knowledge of students. This is purposeful in determining how to progress with the lesson. The teacher also uses different teaching methods, including discussions, group work, debates, and active teaching. Moreover, the lesson integrates technology, as students are required to use the computer lab for conducting research. Thus, this lesson exceeds expectations in terms of the instructions.
Evaluation is present at the beginning of the lesson, where the teacher assessed the prior knowledge of students on the subject matter. Moreover, the teacher monitored the progress of students along the way. There is another evaluation at the end of the lesson, where students are expected to write a summary of the lesson based on their understanding. Thus, the evaluation aspect of the lesson meets expectations. The lesson does not have a reflection of the teacher’s work and that of student’s comprehension, thus, fails to meet expectations. The consolidations of new comprehensions are missing in the lesson. Thus, it is impossible to gauge whether the students and teacher gained new understandings from the lesson. This area fails to meet expectations.
A Return to Ancient Rome
The lesson plan “A return to ancient Rome” by JRDAssist (n.d.) meets the expectations in terms of comprehending the subject and purpose of the lesson. The teacher has outlined common core objectives that align with the subject matter. Additionally, the lesson has clearly stated objectives of students' expectations at the end of the lesson. Furthermore, the lesson exceeds expectations in terms of transformations. According to Almeida et al. (2019), transformation involves preparation, representation, and selection. Correspondingly, the teacher has critically selected the learning materials to include different tools and technology, including PowerPoint presentations, videos, maps, and images. Almeida et al. (2019) outline that understanding does not distinguish a good teacher; rather, the ability to transform ideas into relatable and accessible content to students. Similarly, this lesson integrates different learning materials, thus making sure the students understand the subject. There is a clear plan of the lesson that includes an opening, body, and close of the lesson.
The instruction meets expectations as it involves strategies that are appropriate to the lesson. The teacher uses guided and independent practice to ensure that students are involved in active learning and independent research using technology. The students also conduct activities in pairs, thus promoting the collaboration of ideas. Furthermore, the teacher uses the modeling method to engage students in using observation and imitation skills. The evaluation aspect of the lesson needs improvement because it lacks assessment during the lesson to check for students’ comprehension. The teacher evaluated at the beginning of the lesson to gauge the background knowledge of students concerning the subject. Moreover, there is an evaluation at the end of the lesson involving a short quiz and presenting the PowerPoint work. The lesson contains reflections and new comprehensions, thus meets expectations according to the rubric. At the closing of the lesson, the teacher reflects whether the lesson objectives were met and if the students learned something new by asking questions that require application skills from students.
Alternative Energy Sources
The lesson plan “Alternative energy sources” by Hill (n.d.) exceeds the expectations in terms of how the teacher understands the subject. The comprehension of the subject matter is evident in the clearly outlined goals of the lesson and objectives. Moreover, the teacher provides an overview of the content associated with the subject under discussion. The teacher effectively transforms the comprehended knowledge into an effective plan that includes materials and a plan for the lesson. The materials for the lesson include a textbook and technology that is appropriate for the topic under discussion. Thus, the lesson meets the expectations in the transformation aspect. There is a clear and concise instruction plan that outlines the teacher's time in each aspect of the lesson. The instruction starts with an introduction to the topic, followed by activities for the students. This is a need for improvement in this aspect because there are no observable activities of classroom teaching. This lesson has a formal evaluation that involves asking students questions to assess their understanding. The evaluation area needs improvement as per the rubric. The lesson meets expectations in the area of reflection and new comprehension. The teacher connects the lesson to real-world issues to determine when the students have comprehended the lesson.
Recommendations and Modifications
The “Controversial environmental issues” lesson plan can make adjustments by including a reflection and new comprehension. According to Almeida et al. (2019), the reflection and new comprehension stages are vital in critically reviewing pedagogical work and coming to an enriched compression of the learning process. This lesson failed to include these key areas, thus, facing the risk of making appropriate changes and adaptations based on the lessons learned. Moreover, the teacher can modify the instruction process by including more active learning. The lesson was more oriented on group work activities, instead of balancing with direct instruction. The lesson “A return to ancient Rome” can modify by including an ongoing evaluation. Zain et al. (2016) outline that evaluation is essential to get feedback that can ensure improvisations are made to a lesson to suit the students and learning environment. The lesson plan, "Alternative energy sources," can improve by incorporating more teaching methods in the instruction aspect. Largely, the students carried out independent activities with little active instruction from the teacher. The lesson can modify by including instruction methods, such as questions and active teaching. Another recommendation for this lesson plan is to conduct an ongoing evaluation at the start, middle, and end of the lesson. Instead, the evaluation was only done at the end of the lesson.
Reflection
The modifications and recommendations for the three lesson plans have enlightened me about the role of each stage of Shulman’s pedagogical reasoning and action framework. In this manner, I have learned that a teacher cannot provide purposeful teaching without having a plan and appropriate materials and tools to support a lesson. Furthermore, I have learned that evaluations should not only be conducted at the end of the lesson. Instead, a teacher should first start with assessing the background knowledge of students and make appropriate modifications throughout a lesson based on the feedback from the evaluations. My understanding of the 21 st -century instructional frameworks has developed to include understanding the role of planning, technology, and experiences in the learning process.
References
Almeida, PCAD, Davis, CLF, Calil, AMGC, & Vilalva, AM (2019). Shulman’s theoretical categories: An integrative review in the field of teacher education. Research Notebooks , 49 (174), 130-149.
Gregory, K. (n.d.). Controversial environmental issues. Teacher.org . https://www.teacher.org/lesson-plan/controversial-environmental-issues/
Hill, D. (n.d.). Alternative energy sources. Teachnology . https://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=8&lsn_id=2129
JRDAssist. (n.d.). A return to ancient Rome. Teacher.org , https://www.teacher.org/lesson-plan/a-return-to-ancient-rome/
Zain, I. M., Muniandy, B., & Hashim, W. (2016). The Integration of 21st-Century Learning Framework in the ASIE Instructional Design Model. Psychology , 6 (7), 415-425.
