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 ?

2 ___ 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? ___ 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?

3 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?

4 ___ Are the student and teacher actions clear? ___ Is student input or engagement required? ___ 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.

5 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

6 Engagement - Commendable Previously taught information is expanded and branched directly to new information -Commendable 3. 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 .

7 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

8 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. 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.

9 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.

10 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.