Teaching Demonstration Rubric (Facilitating Learner-Centered Teaching)

Name of presenter:

Demonstration Topic:

You will be rated by your professor on the teaching demonstration based on the following criteria. Note that you are likely to check boxes across the ratings for a given criteria
especially for the teaching methods, and interacting with students’ criteria. Write the average or most representative score in the far-right column for each criterion.

Needs Improvement (84- Your Score and

Criteria Excellent (95-100) Satisfactory (94-85) Not Acceptable (74-70)
75) comments
□ Topic is suitable for given □ Topic is suitable for given □ Topic is either not □ Topic is not suitable
amount of time and level of amount of time and level suitable for given for given amount of
knowledge of the audience of knowledge of the amount of time or time and level of
□ Identified an adequate audience level of knowledge of knowledge of the
Topic and related
number of relevant and □ Identified too many or too the audience. audience.
objectives
measurable objectives. few relevant and □ Identified too many □ Specific objectives
measurable objectives. or too few objectives were not identified.
which may not be
relevant or
measurable

□ Demonstration is framed in □ Demonstration is framed □ Demonstration is □ Demonstration is

the beginning with explicit in the beginning with framed in the framed in the
reference to (a) measurable explicit reference to (a) beginning with beginning with a list
objectives, (b) relevant measurable objectives, (b) explicit reference to of topics that will be
student and (c) instructor general tasks planned for some objectives and covered in the
activities in the session and the session and (c) some general activities session.
associated formative and/or associated formative planned for the
Clarity and
summative assessments. and/or summative session.
organization of
□ It promotes learning in assessments. □ The activities do not
demonstration
creative ways. The learning □ The tasks or the seem relevant and no
potential is shown in assessments do not seem assessments are
assessments (Evaluation is relevant to the objectives. indicated.
more than just getting a
grade; it promotes learning.
Self-assessment and peer
assessment are promoted.)

Teaching methods □ Teaching strategies and □ Teaching strategies □ Teaching strategies

assessments were aligned to □ Teaching strategies and or assessments and assessments
the objectives assessments methods used methods were not methods were not
□ Students’ prior knowledge were appropriate to the aligned to the aligned to the
levels were either assessed objectives. objectives. objectives.
explicitly or assumptions □ Students’ prior knowledge □ Students’ prior □ Students’ prior
were articulated in levels on the topic were knowledge levels on knowledge levels on
 demonstration framing. implicitly assumed the topic were the topic were not
□ Smooth transitions between correctly but not assumed incorrectly. considered.
different parts of the lesson. articulated in the □ Transitions between □ It was difficult to
□ Used appropriate activities beginning. different parts of the follow the lesson.
to create teacher/student □ Transitions between lesson were not clear. □ No activities were
and/or student/student different parts of the □ Used a few activities used to create
interaction lesson were somewhat to some interactivity.
□ Regular comprehension clear. teacher/student □ No comprehension
checks ranging from low- □ Used few activities to interaction checks.
level recall to higher-order create teacher/student □ Very few
thinking skills. and/or student/student comprehension
□ There are activities that pair interaction but did not checks mostly
course content and the rely on lecture only targeting lower order
learning skills □ Regular comprehension thinking skills.
students/participants can checks mostly targeting
think, act, and perform like lower order thinking
those in the discipline. skills.

□ Provided several □ Provided some □ Provided very few □ Did not provided
opportunities for students to opportunities for students opportunities for any opportunity for
formulate and ask questions to formulate and ask students to formulate students to
□ The students/participants questions and ask questions formulate and ask
have opportunities to □ Mostly paused to give □ Did not pause for questions
influence the learning students time to respond students to respond to □ Did not ask student
process. to questions questions. questions
□ Approachable, caring, □ Affirmed student □ Did not acknowledge □ Was impatient and
consistent, and ensure responses student responses eager to move on
Interaction with students/participants □ Was generally patient and □ Was generally with the content and
Students understand their respectful while respectful while sometimes
responsibility and the interacting with students. interacting with disrespectful while
consequences. students. interacting with
□ Paused to give students time students.
to respond to questions
□ Affirmed student responses
and encouraged students
who struggle to respond
□ Was patient, used inclusive
language, and modeled
respectful written and oral
communication
Use of technology*
□ Appropriate use of □ Use of technology was □ Use of technology is □ Use of technology is
Indicate types of
technology used: technology that does not somewhat appropriate, poor with several seems unnecessary
(Recorded Video distract from learning. with instances where the instances where the for this session and
Demonstration) □ The rationale for technology technology distracted technology is a can hinder students

*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)
 use is clearly discussed and from learning. distraction to learning.
integrated into the goals of □ The rationale for learning. □ The rationale for
the class session discussed at technology use is merely □ The rationale for technology use is
the beginning, and the mentioned at some point technology use is not not provided at any
technology is used during the demonstration, provided at any time time during the
seamlessly. but the technology is used during the demonstration and
seamlessly. demonstration and the technology is
the technology is not used poorly.
used seamlessly.

□ Clear and audible speech □ Mostly clear and audible □ Somewhat clear and □ Unclear and/or
□ Assertive and confident speech, audible speech inaudible speech
□ Good eye-contact □ Mostly assertive and □ Somewhat confident, □ Not confident or
□ Noticeable enthusiasm confident, but may be lacking assertive
Delivery and
□ Good body language □ Some eye-contact, assertiveness, □ Lacks enthusiasm
Presentation
□ Attire appropriate for the □ Noticeable enthusiasm □ Somewhat □ Inappropriate attire
classroom □ Attire appropriate for enthusiastic □ Poor body language.
classroom, □ Attire not appropriate
□ Good body language. for classroom
□ Poor body language
Total Score:(Average)

Rated by:

________________________
Signature over printed name

Additional Notes/Comments:

References:
1. https://ctl.iupui.edu/media/1060a913-76bc-4484-b9a2-86a1a31710c4/8IaM7A/CTLContent/CTLResources/TeachingStrategies/Teaching%20Demonstration%20Rubric.docx

2. Based on Nova Southeastern University based on Weimer, 2013; Northwestern Michigan College Experiential Learning Institute.

CRITERIA IN GRADING LEARNER-CENTERED LESSON PLANS

CRITERIA Not Acceptable Needs Satisfactory (94-85) Your Score and

(74-70) Improvement Excellent (95-100) comments
*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)
 (84-75)
I. Required Lesson Plan Less than 5 Only 5 6-7 components All 8 components
Components components are components are are included and are included and
present or fully present and well- well-developed, fully developed,
1)Title/Topic developed in developed with described in detail
2)related standards detail
3)target population
student
4)learning objectives
5)curriculum links
6)required materials
7) description of both the scope and
sequence of the lesson
8) assessments
II. Lesson Plan Rationale – Multiple Rationale is Rationale is Rationale is complete
1)justification for model(s) includes components missing 1 required missing one and justification
benefits & limitations, missing and component or component or discusses all
2)misconception or principle rationale is poorly requires deeper further components in
addressed developed reflection and development is detail
3)teaching/learning methods development needed
III.Pedagogy and GCED Integration Lesson contains An attempt was Some student-centered Lesson contains a
only teacher made to include a aspects clear student-
centered use of student-centered are evident. centered
models approach to approach to
learning, but learning that is
further practice is described in detail
needed
Chosen tool does Possible attempt An adequate Appropriate type
IV.Visualization Tool/Instructional not align with to align model choice was made, with obvious
Materials topic, concept, benefits and but others are benefits for the
student needs, learner needs were more suitable for scientific principle
etc. made, but the the topic and addressed and
connection learner. student learning
remains unclear need
Total Grade (Average)

Rated By: ________________________________

Signature over printed name
Other Comments:

*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)
*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)