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Based on Lesson Plan and video “How to make 5” individual working answering each question (2 Sentences for each question)

Then fill the table for 5 students work and Teaching Rubric

General notes and observations about the task:

1. Does the task attend to any of the following? Note all that apply.

The structure, concepts, ideas, events or details of the text?

The words, phrases, and sentences within the text?

Understanding the central ideas and development of the text?

2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text?

3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task?

Analyzing individual student samples:

1. What does the student’s work demonstrate about his/her understanding of the task?

2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?

3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards?

After looking at student work:

1. On what aspects of the task have students generally performed well?

2. Are there common errors made across the collection of student work?

Student Work Analysis Worksheet

Student Work Sample	What does the student’s work demonstrate about the depth of his/her understanding of the text and topic?	What does the student’s work demonstrate about his/her understanding of the task?	What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard?
Student A
Student B
Student C
Student D
Student E

Teaching Rubric for Formal Observations of Student Lessons (Practicum)

Domain 3:

Instruction

Unsatisfactory: Unacceptable

Basic:

Novice Student Teacher

Proficient: Effective Student Teacher

Distinguished: Advanced Student Teacher

3a:

Communicates Clearly and accurately

Student teacher’s oral and written communication is unclear, contains errors, or is inappropriate.

Student teacher’s oral and written communication is appropriate, generally free from error, but may require further explanation.

Student teacher’s oral and written communication is clear, appropriate, and accurate.

Student teacher’s oral and written communication is clear and expressive, and consistently accurate.

Evidence

3b:

Uses High-level, Open ended Questions

Student teacher uses closed, low level questions that allow for little student discussion.

Student teacher uses high level, open-ended questions, and discussion techniques unevenly, which leads to moderate student discussion.

Student teacher uses high level, open-ended questions and discussion techniques, which leads to full student participation.

Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, open-ended questions to facilitate discussion.

Evidence

3c:

Engages Students in Learning

Student teacher does not intellectually engage students as a result of inappropriate activities/poor lesson structure and implementation.

Student teacher attempts but is minimally successful at intellectually engaging students because of inappropriate activities/ uneven lesson structure and implementation.

Student teacher is generally successful in intellectually engaging students. Activities are appropriate; lesson structure and implementation are usually successful.

Student teacher is successful in intellectually engaging students because of appropriate activities and effective lesson structure and implementation.

Evidence

3d:

Paces Instruction and Provides Closure

Student teacher’s pacing is not consistent with the lesson’s goals, and s/he does not provide closure.

Student teacher’s pacing is uneven, and s/he does not always provide closure.

Student teacher’s pacing is on target and s/he brings closure to the lesson.

Student teacher consistently paces instruction and effectively provides closure to each lesson.

Evidence

3e:

Provides Appropriate Feedback to Students

Student teacher’s feedback is negative and not timely. No attempt is made to make use of it in the teaching/learning process.

Student teacher’s feedback is of uneven quality, inconsistently timed and minimally incorporated into the teaching/learning process.

Student teacher’s feedback is timely and of consistently good quality, and incorporated into the teaching/learning process.

Student teacher’s feedback is timely, consistent, of high quality and students make use of it in their learning.

Evidence

3f:

Demonstrates Flexibility and Responsiveness

Student teacher proceeds with planned lesson in spite of evidence of student misunderstanding and assumes no responsibility for students’ failure to understand.

Student teacher makes some attempt to modify lessons according to student needs, interests, questions, and begins to assume responsibility for students’ failure to understand.

Student teacher successfully modifies lessons to meet student needs, interests, and questions most of the time and assumes responsibility for students’ failure to understand.

Student teacher successfully modifies lessons to meet student needs, interests, questions and ensures that lesson objectives are met.

Evidence

Student Teaching Observation Rubric: Domain 3 (3 of 5)