Lesson Evaluation
Name: ___________________ Teacher:
Date : ___________________ Title of Work: ___________________
 
Criteria
Points
1
2
3
4
 
Knowledge of Material
Has little familiarity with the subject matter and few ideas on how to teach it and how students learn.
Is somewhat familiar with the subject and has a few ideas of ways students develop and learn.
Knows the subject matter well and has a good grasp of child development and how students learn.
Is expert in the subject area and up to date on research and how students learn.
____
Student Engagement and Connection
Mostly lectures to passive students or has them learn through textbooks and worksheets. Students have no interest or connection to the lesson.
Attempts to get students actively involved but some students are disengaged. Sometimes successful in making the lesson interesting and relating to students previous knowledge.
Has students actively think about, discuss, and use the ideas and skills being taught. Activates students' prior knowledge and hooks their interest in each lesson and new vocabulary.
Gets virtually all students involved in focused activities, actively learning and problem-solving, losing themselves in the work. Has students hooked in the unit/lesson by activating knowledge, experience, reading, and vocabulary.
____
Differentiation and Support
Fails to differentiate instruction for students with learning deficits. Often fails to refer to students for special services and/or refers students who do not need them.
Attempts to accommodate students with learning deficits, but with mixed success. Sometimes does not refer students promptly for special help, and/or refers students who don't need it.
Differentiates and scaffolds instruction and uses peer helpers to accommodate most students' learning needs. When necessary, refers students for extra help.
Successfully reaches virtually all students by skillfully differentiating and scaffolding and using peer helpers. Makes sure students who need extra help receive appropriate services immediately.
____
Efficiency
Loses a great deal of instructional time because of confusion, interruptions, ragged transitions, and off-task teacher behavior.
Sometimes loses teaching time due to lack of clarity, interruptions, inefficient transitions, and off-task teacher behavior.
Maximizes academic learning time through coherence, lesson momentum, and smooth transitions.
Skillfully uses coherence, momentum, and transitions so that almost every minute of classroom time produces learning.
____
Closure
Moves on at the end of the lesson without closure or application to other contexts.
Sometimes brings closure to the lesson and asks students to think about applications.
Has students sum up what they have learned and apply it in a different context.
Consistently has students summarize and internalize what they learn and apply it to real-life situations and future opportunities.
____
       
Total---->
____

Teacher Comments:

 


This rubric is from www.TeacherJet.com