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Rubric-Microteaching #2 - Center for Teaching and Learning - teaching english in china online



Teaching Demonstration Rubric Name of presenter: Demonstration Topic: Please rate 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 criteria.CriteriaExcellentSatisfactoryNeeds ImprovementNot AcceptableYour Score and commentsTopic and related objectivesTopic is suitable for given amount of time and level of knowledge of the audienceIdentified an adequate number of relevant and measurable objectives.Topic is suitable for given amount of time and level of knowledge of the audienceIdentified too many or too few relevant and measurable objectives.Topic is either not suitable for given amount of time or level of knowledge of the audience.Identified too many or too few objectives which may not be relevant or measurableTopic is not suitable for given amount of time and level of knowledge of the audience.Specific objectives were not identified. Clarity and organization of demonstrationDemonstration is framed in the beginning with explicit reference to (a) measurable objectives, (b) relevant student and (c) instructor activities in the session and associated formative and/or summative assessments. Demonstration is framed in the beginning with explicit reference to (a) measurable objectives, (b) general tasks planned for the session and (c) some associated formative and/or summative assessments. The tasks or the assessments do not seem relevant to the objectives.Demonstration is framed in the beginning with explicit reference to some objectives and general activities planned for the session. The activities do not seem relevant and no assessments are indicated. Demonstration is framed in the beginning with a list of topics that will be covered in the session. Teaching methods Teaching strategies and assessments were aligned to the objectives Students’ prior knowledge levels were either assessed explicitly or assumptions were articulated in demonstration framing. Smooth transitions between different parts of the lesson.Used appropriate activities to create teacher/student and/or student/student interactionRegular comprehension checks ranging from low-level recall to higher-order thinking skills.Teaching strategies and assessments methods used were appropriate to the objectives.Students’ prior knowledge levels on the topic were implicitly assumed correctly but not articulated in the beginning. Transitions between different parts of the lesson were somewhat clear.Used few activities to create teacher/student and/or student/student interaction but did not rely on lecture only Regular comprehension checks mostly targeting lower order thinking skills.Teaching strategies or assessments methods were not aligned to the objectives.Students’ prior knowledge levels on the topic were assumed incorrectly. Transitions between different parts of the lesson were not clear.Used a few activities to some teacher/student interactionVery few comprehension checks mostly targeting lower order thinking skills.Teaching strategies and assessments methods were not aligned to the objectives.Students’ prior knowledge levels on the topic were not considered. It was difficult to follow the lesson. No activities were used to create interactivity. No comprehension checks.CriteriaExcellentSatisfactoryNeeds ImprovementNot AcceptableYour Scoreand commentsInteraction with StudentsProvided several opportunities for students to formulate and ask questions Paused to give students time to respond to questionsAffirmed student responses and encouraged students who struggle to respondWas patient, used inclusive language, and modeled respectful written and oral communicationProvided some opportunities for students to formulate and ask questions Mostly paused to give students time to respond to questionsAffirmed student responsesWas generally patient and respectful while interacting with students. Provided very few opportunities for students to formulate and ask questions Did not pause for students to respond to questions.Did not acknowledge student responsesWas generally respectful while interacting with students. Did not provided any opportunity for students to formulate and ask questionsDid not ask student questions Was impatient and eager to move on with the content and sometimes disrespectful while interacting with students.Use of technology* Indicate types of technology used: Appropriate use of technology that does not distract from learning. The rationale for technology use is clearly discussed and integrated into the goals of the class session discussed at the beginning, and the technology is used seamlessly. Use of technology was somewhat appropriate, with instances where the technology distracted from learning. The rationale for technology use is merely mentioned at some point during the demonstration, but the technology is used seamlessly.Use of technology is poor with several instances where the technology is a distraction to learning. The rationale for technology use is not provided at any time during the demonstration and the technology is not used seamlessly.Use of technology is seems unnecessary for this session and can hinder students learning. The rationale for technology use is not provided at any time during the demonstration and the technology is used poorly. Delivery and PresentationClear and audible speechAssertive and confidentGood eye-contactNoticeable enthusiasmGood body languageAttire appropriate for the classroom Mostly clear and audible speech, Mostly assertive and confident, Some eye-contact,Noticeable enthusiasmAttire appropriate for classroom, Good body language.Somewhat clear and audible speechSomewhat confident, but may be lacking assertiveness,Somewhat enthusiasticAttire not appropriate for classroomPoor body languageUnclear and/or inaudible speechNot confident or assertiveLacks enthusiasmInappropriate attirePoor body language. Additional Notes/Comments: