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"Blended Instruction" Lesson Plan Rubric |
Course: ____________
Lesson Title: ________ |
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1. The Essential Question
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What is to be learned/done/solved during the lesson is clearly stated.
Students will see the topic question/problem as engaging. |
Students are presented with a "learning objective" for the lesson. | The purpose of the lesson is not clear or engaging to students. |
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2. The Hook
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An activity, demonstration, or multi-media presentation is planned with a WOW factor that will get the students' attention and make them WANT to get involved with the lesson. | An activity or demonstration is planned. The activity involves the students, but the WOW factor is weak. | The Hook is absent or merely a show-and-tell that does not engage students. |
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3. The Background Lesson
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Ten to twenty minutes are used to "teach" − adding to the students' background knowledge of the concepts involved and helping them understand the context of the Essential Question. | Student/teacher interaction is not part of the lesson plan. Teacher does not present students with a relevant context for the Essential Question. | The Background Lesson is a major part of the lesson plan − turning an "active" learning experience into a lecture. |
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4. Knowledge Building
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Students are provided class time to "discover" concept information in an online curriculum produced by the teacher.
The teacher provides scaffolded support during this time, using Socratic Questioning to foster student critical thinking. The online curriculum includes both teacher-produced "content" and links to high quality Internet resources. |
Students are required to "search the Internet" for concept information.
Scaffolded teacher support is not obvious in the lesson plan. The curriculum produced by the teacher consists only of Internet "links". |
Little or no "Web-Based" resources are used by students during the lesson.
Scaffolding and Socratic Questioning are not used by the teacher. |
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5. Product Planning
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Students have some input or choices related to the lesson Product.
The Product allows students to be creative and see it as relevant to their lives. The lesson, including online resources, provides ALL the information students need to complete the Product. |
Students have few options related to the lesson Product and its relevance to their lives will not be obvious.
Students are required to go outside the lesson curriculum for information need to complete the Product. |
The poor quality of the lesson Product will cause students to see the whole lesson as pointless busy work. |
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6. Product Evaluation
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The lesson plan specifies types of "formative" assessments − and when they occur − for both teacher and students. Students, and teacher, have an opportunity, during class time, to make adjustments based on these assessments.
An evaluation rubric is provided to students when the Product is introduced. This rubric will be used by the students for "summative" self-assessment of their Product. Techers use the same rubric to determine the final grade of the Product. |
The lesson plan indicates general "formative" assessments, but provides little detail of their use. Little or no class time is provided for students, and teacher, to make adjustments.
An evaluation rubric is provided to students when the Product is introduced, but it is presented as an indication of teacher expectations. Students are not required to use the rubric for self-assessment. |
"Formative" assessments are not indicated in the lesson plan.
An evaluation rubric is not provided to students when the Product is introduced. Teacher expectations are not clear. |
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7. Lesson Wrap Up
Minimum Acceptable Score − 18 |
After grades are recorded, the completed rubrics are returned to students and used to discuss strengths and weaknesses of their Products.
Students are given an opportunity to share their Products with the class. Students are asked to share one thing they learned about the lesson concepts. Students are also asked to suggest ways the lesson could be improved. |
After grades are recorded, the completed rubrics are returned to students and used to discuss strengths and weaknesses of their Products.
Student input about the lesson is not indicated in the lesson wrap up. |
The lesson plan does not address the Lesson Wrap Up.
Students are only told their Product grade. |