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iRubric: Classroom Practices that Reduces Underachievement in Gifted rubric

iRubric: Classroom Practices that Reduces Underachievement in Gifted rubric

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Classroom Practices that Reduces Underachievement in Gifted 
Classroom Practices that Reduces Underachievement in Gifted
Identifying appropriate observable classroom practices by teachers that would indicate an environment that could potentially reverse underachievement in gifted students.
Rubric Code: ZXC423B
By lindalowery
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Underachievement Areas of Concern
Identifying appropriate observable classroom practices by teachers.
  Beginning

1 pts

Developing

2 pts

Applying

3 pts

Classroom Environment

Classroom environment is well organized and prepared for promoting learning.
Beginning

Classroom has some supplies needed to complete each lesson/activity. Classroom
space is not arranged in an orderly manner
and does not promote active learning and positive interaction.
Developing

Classroom has most supplies needed to complete each lesson/activity. Classroom space is adjusted to the learning style of some but not all learners. Classroom promote some active learning and some interaction.
Applying

Classroom has adequate supplies needed to complete each lesson/activity. Classroom space has been maximally adjusted to meet
learner diversity. Classroom space
arrangement promotes
active learning, and a positive
interaction environment.
Cultural Differences

Teacher respects cultural differences of students
Beginning

The teacher demonstrates little or no
understanding of students culture.
Developing

The teacher begins to demonstrate some
understanding of social and important events of student culture through research and projects.
Applying

The teacher articulates understanding of social and important events of student culture through research and projects. Students work is displayed in the classroom.
Select Diverse Content

Selects content to encourage diverse perspectives
Beginning

Teacher demonstrates little or no awareness of multiple perspectives and opens discussions about subject matter to the class.
Developing

Teacher sometimes discusses multiple perspectives in subject matter and includes attention to students' personal, family, and community experiences. Individual differences are respected.
Applying

Teacher daily introduces resources and experiences that challenge the learner's beliefs and assumption about common understandings, thus creating an environment where critical thinking is a habit.
Teacher's Resources

Teacher selects resources to meet the needs of all students. Teacher select additional resources to meet the need of Gifted Students.
Beginning

Teacher has limited knowledge of additional resources and attempts to meet the individual needs of some students (low achievers or gifted) by assessing resources.
Developing

Teacher routinely utilizes supplemental materials and outside resources with students at both ends of the learning curve.
Applying

Teacher actively seeks out resources from the community or professional organizations and utilizes these sources and materials for the benefit of various learners.
Media and Technology

Teacher uses media and technology to enhance learning and to help students explore various learning styles.
Beginning

Teacher uses no media or technology with lesson.
Developing

Teacher use some media and technology with lesson to enhance and increase learning opportunities.
Applying

Teacher takes initiative to integrate new technology formats into curriculum to enhance and increase learning opportunities. Media and technology is used daily and with all students.
Student Choice

Students are allowed to select topics of interest in their preferred style of learning.
Beginning

Students are given limited opportunities to participate in classroom activities and centers.
Developing

Students are given some opportunities to participate in classroom activities, centers and debates. Students are allow to select some topics of interested that align with their preferred styles of learning.
Applying

Students are given opportunities to actively participate in classroom activities, centers, and debates. Students can select topics of interest that align with their preferred style of learning.
Teacher Communication

Teacher maintains open communication with parents and provide student progress report.
Beginning

The teacher provides little or no information to families about the individual student progress. The teacher makes no attempt to engage families in the gifted instructional program.
Developing

The teacher provides frequent information to families about the individual student progress and responses to family concerns. The teacher makes successful attempt to engage families in the gifted instructional program.
Applying

The teacher provides frequent information to families about the individual student progress and response to family concerns by phone and conferences.The teacher successfully engage families in the gifted instructional program to enhance student learning.



Keywords:
  • Underachievement in gifted students.

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