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iRubric: Teaching and Learning rubric

iRubric: Teaching and Learning rubric

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Teaching and Learning 
Teaching and Learning
Best Practices in the Classroom
Rubric Code: X2X5835
By Esaete
Ready to use
Public Rubric
Subject: Education  
Type: (Other)  
Grade Levels: 6-8

Powered by iRubric Teaching and Learning
  Poor

1 pts

Fair

2 pts

Good

3 pts

Reason for Lesson

Poor

No objective stated.
No clear reason why each student is attending.
Fair

Objective slide presented.
Purpose for lesson stated but there are students invited that do not need the lesson.
Good

Objectives are clear and easily measurable.
I can statements make students realize what they will get out of the lesson.
Students are invited based on data. Follow up with targeted students is clear.
Relationship Building

Poor

Statements made by teacher are punitive.
Teacher is assuming the negative behavior in expectations. Students feel like they are really struggling. The tone of the session is to fix a problem vs. helping to master learning.
Fair

Students do not feel a connection to the teacher. The teacher is there to present info and be gone. There is no tone to the lesson. Not negative not positive. Just something you have to do.
Good

Teacher turns on web cam. Teacher verbalizes high expectations of all students.
Teacher seems to be having a good time sharing content. The tone of the session is a collaborative time to learn and master new content in a positive way.
Use of Formative Assessment

Poor

There is evidence of an exit ticket that does not assess the objective.
Fair

Exit ticket at the end of the lesson is tied to the lesson objective.
Good

Multiple assessments are throughout the lesson. Students know if they get it or not and know what they need to do to improve.
Engagement

Poor

Students listen to teacher talk throughout 75% or more of the lesson.
Fair

The students engage in session once or twice. Teacher does most of the work/talking 50-74% of the session. Students can still be "doing the laundry".
Good

Students engage in TLAC strategies in the classroom often. Teacher talk time is less than students guided work time (collaborative groups, in partners, small group with teacher).
Student Questioning

Poor

Teacher answers the questions for the students. Most of the questions are lower level questions. Only a few students work at work time while others watch.
Fair

All students are expected to answer higher order thinking skills questions throughout the session. 5-10 students get to work on practice problems in CCS.
Good

Students are answering HOTS questions throughout the session and there is a writing that takes place in the session to practice writing in the content. Students are prompted to make the writing better after revision. All students get a chance to try a problem in CCS.
Vocabulary

Poor

Students do not lift up the content specific vocabulary in the session. Vocabulary is fed to the student by the teacher through out the lesson.
Fair

Students are provided a scaffolding of new vocabulary for the topic with a brief definition of the vocab words throughout the lesson.
Good

Students are prompted to write content vocab in a "journal" identifying the definition, visual, antonym, and example of use in other content.
Multiple Intelligences

Poor

Old fashion sage on stage.
Fair

Visuals are used in classroom to enhance lesson.
Good

Students experience content in many ways throughout the lesson.




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