Effective Teaching and Learning Strategies Checklist

1 Active Engagement Indicators ___ Think / pair / share ___ Activating Strategies ___ Choral responding ___ Student-lead discussions ___ Students moving about the lab area with a clear purpose and mission ___ Hands-on Learning or guided practice ___ Students use their own words to summarize key points to the teacher or to a partner ___ Intensive conversational environment (vs teacher lecture environment) ___ Student presentations ___ Small group and teaming ___ Student demonstrations ___ Student modeling ___ Visual signals that attract and maintain student focus ___ Use of tools and technology ___ Student created visual or graphical representations of teacher- presented material Activating Strategy ___ Does it connect to previous Learning ? ___ Do the students show evidence of engagement? ___ Is student participation required? ___ Does it connect to lesson content? Graphic Organizer ___ Does GO contain keys / essential points from the lesson?

2 ___ Does visual organization enhance student understanding / retention? ___ Do the students help provide some of the information in the GO? Essential Question ___ Does it guide instruction during lesson? ___ Does it require higher order thinking? ___ Is it assessed during the lesson? ___ Is the EQ posted? Summary ___ Is each student asked to describe their Learning ? ___ Do students apply higher level thinking skills? ___ Doe the summary directly relate to EQ? Vocabulary ___ Are terms categorized, illustrated, applied, analyzed, etc. by students? ___ Is there a connection to previous content made by the teacher? ___ Is a word wall actively utilized? Comments Effective Teaching and Learning Strategies Checklist Cumberland Perry AVTS Teacher:_____ Observer:_____ Date of Lesson:_____ Procedures/Body of Lesson ___ Is it easy to follow / logical sequence? ___ Are the student and teacher actions clear? ___ Is student input or engagement required?

3 ___ Are activities varied to keep students fresh / focused? ___ Does it reference EQ? Assessment ___ Is the assessment tool used for appropriate content? ___ Is the EQ answered or addressed? ___ Does the assessment require higher order thinking skills? Walk-Through Name Template Lesson Plan Lesson Plan Rubric - 2010-2011 (3) Category Subject Lesson Plan Feedback Diane Franklin Start Date End Date Thu Jul 15 2010 09:12 AM Page 1 1. EQ with Lesson Plans Essential question A statement - Unsatisfactory Answered with Yes/NO - Unsatisfactory Not answered in lesson - Unsatisfactory Not posted - Unsatisfactory Not utilized in lesson - Unsatisfactory Requires recall of content - Satisfactory Guides instruction during lesson - Satisfactory Is assessed during lesson - Satisfactory EQ is posted - Satisfactory Requires higher order thinking - Commendable Is often utilized in Teaching and summarizing - Commendable 2. Activating Strategy - Lesson Plans Activating Strategy Statement or rhetorical question - Unsatisfactory No/little student engagement - Unsatisfactory Student participation is optional - Unsatisfactory Little or no connection to previous Learning - Unsatisfactory Evidence of student engagement - Satisfactory Connects to previous Learning - Satisfactory Student participation is required - Satisfactory Connects directly to lesson content - Satisfactory Evidence of high student interest and engagement - Commendable Previously taught information is expanded and branched directly to new information -Commendable 3.

4 Procedure/Body - Lesson Plans Procedure/Body of Lesson Difficult to follow/poorly organized - Unsatisfactory Student or teacher actions unclear - Unsatisfactory Little or no student engagement - Unsatisfactory Does not reference EQ - Unsatisfactory No connection to previously taught content - Unsatisfactory Easy to follow/logical sequence - Satisfactory Student and teacher actions are clear - Satisfactory Students input or engagement is required - Satisfactory Connects to previous Learning - Satisfactory References EQ - Satisfactory Requires high level of student engagement - Commendable Two or more activities keep students fresh/focused - Commendable Pace of lesson requires students to remain on task - Commendable 4. Graphic Organizer - Lesson Plans Graphic Organizer No GO is utilized - Unsatisfactory GO does not contain key/essential points from lesson - Unsatisfactory GO does not organize information in any meaningful way - Unsatisfactory No input from teacher or student is provided - Unsatisfactory GO contains key/essential points from lesson - Satisfactory GO s visual organization enhances student knowledge or comprehension of information -Satisfactory Students provide some of the information in the GO - Satisfactory GO s organization enhances student ability to apply, analyze, and evaluate information -Commendable Students create the GO - Commendable Students provide most or all the information for the GO - Commendable 5.

5 Vocabulary - Lesson Plans Vocabulary Definitions are simply given or copied - Unsatisfactory No word wall is utilized - Unsatisfactory No connection to previous Learning - Unsatisfactory Terms are categorized, illustrated, applied, analyzed, etc. by students - Satisfactory Connection to previous content made by teacher - Satisfactory Word wall is actively utilized - Satisfactory Terms are integrated into GO with key points from lesson - Commendable Terms are previewed - Commendable High student engagement - Commendable 6. Academic Standards - Lesson Plans Academic Content No standards are identified - Unsatisfactory Standards do not relate to lesson - Unsatisfactory Standards are not related to any technical skill or content - Unsatisfactory One to two standards are identified - Satisfactory Standards relate directly to lesson - Satisfactory Academic content is taught as part of the lesson - Satisfactory Three or more standards identified - Commendable Academic content is integrated and assessed as part of the lesson - Commendable 7.

6 Summary - Lesson Plans Summary Teacher summarizes for students - Unsatisfactory Little or no student engagement - Unsatisfactory No reference to EQ - Unsatisfactory Student participation is optional - Unsatisfactory No Teaching Strategies are used - Unsatisfactory Each student engaged in summary - Satisfactory Summary directly relates to EQ - Satisfactory Connections to previous Learning made - Satisfactory Organized summary activity occurs at least twice during lesson - Commendable Summary information is used for GO - Commendable 8. Assessment - Lesson Plans Assessment EQ is not answered or addressed - Unsatisfactory Teacher cannot gauge student Learning or no evidence of Learning - Unsatisfactory Academic content is not assessed - Unsatisfactory Assessment tool is appropriate for content - Satisfactory EQ is answered or addressed - Satisfactory Assessment requires higher order thinking skills - Satisfactory Academic skills are assessed - Satisfactory Differentiated assessment is evident - CommendableCPAVTS Lesson Plan and Walkthrough Rubric 2009-2010 Instructor_____ Evaluator_____ Date_____ Date Lesson to be Taught_____ Lesson Plan_____ Walkthrough_____ During Walkthroughs not all elements may be observed and will be noted as NO-Not Observed.

7 LFS Lesson Element Unsatisfactory Satisfactory Commendable (Includes all components of satisfactory in addition to the following characteristics) Comments Essential Question A statement Answered with Yes/NO Not answered in lesson Not posted Not utilized in lesson Requires recall of content Guides instruction during lesson Is assessed during lesson EQ is posted Requires higher order thinking Is often utilized in Teaching and summarizing Activating Strategy Statement or rhetorical question No/little student engagement Student participation is optional Little or no connection to previous Learning Evidence of student engagement Connects to previous Learning Student participation is required Connects directly to lesson content Evidence of high student interest and engagement Previously taught information is expanded and branched directly to new information Procedures/Body of Lesson Difficult to follow/p oorly organized Student or teacher actions unclear Little or no student engagement Does not reference EQ No connection to previously taught content

8 Easy to follow/l ogical sequence Student and teacher actions clear Students input or engagement is required Connects to previous Learning References EQ Requires high level of student engagement 2 or more activities keep students fresh/focused Pace of lesson requires students to remain on task Graphic Organizer No GO is utilized GO does not contain key/essential points from lesson GO does not organize information in any meaningful way No input from teacher or student is made GO contains key/essential points from lesson GO s visual organization enhances student knowledge or comprehension of information Students help to provide some of the information in the GO GO s organization enhances student ability to apply, analyze, and evaluate information Students create the GO Students provide all the information for the GO Vocabulary Definitions are simply given or copied No word wall is utilized No connection to previous Learning Terms are categorized, illustrated, applied, analyzed, etc.

9 By students Connection to previous content made by teacher Word wall is actively utilized Terms are integrated into GO with key points from lesson Terms are previewed High student engagement S ummary Teacher summarizes for students No/little student engagement No reference to EQ Student participation is optional No Teaching Strategies used Each student engaged in summary Summary directly relates to EQ Connections to previous Learning made Organized summary activity occurs at least twice during lesson Summary information is used for GO Assessment EQ is not answered or addressed Teacher cannot gauge student Learning or no evidence of Learning Assessment tool is appropriate for content EQ is answered or addressed Assessment requires higher order thinking skills Differentiated assessment is evident PA CEW, Reading and Math Standards No standards are identified Standards to not relate to lesson 1-2 standards are identified Standards relate directly to lesson 3 or more standards identified