Reflective Planning for Learning RUBRICS
EDUC 3308 F05
Names
Part I: Management Considerations
Grouping
How will instruction occur?
Can the grouping method(s)
indicated be managed effectively
as the lesson is described? If so,
how do you know? If not, what
would you do differently and
how would you manage it?
Materials
0-1
2-3
No reference to existing
lesson plan.
Methods described are
not justified and/or are
modifications are
inappropriate.
Information indicates
misunderstanding of
management concepts.
0-1
4
Existing lesson
described clearly.
Methods described are
justified and/or modified
appropriately using
applicable information
that indicates
understanding of
management concepts.
Any modifications made
are described clearly.
2
3
What materials are needed for
the teacher and the students?
Handouts and/or manipulatives?
What other materials will the
teacher provide?
How will these materials be
made available and/or
distributed?
Needed materials are
not identified and/or
discussed.
List of materials needed
seems complete and
justified.
Materials distribution is
not addressed or is not
managed well and may
disrupt instruction and
learning.
How will these materials be
collected and restocked for the
next class if needed?
The collection of
materials is not
addressed or is not
managed well and may
disrupt instruction and
learning.
Discussion of materials
distribution takes into
account appropriate
management
considerations so that
instruction and learning
are facilitated.
Discussion of the
collection of materials
takes into account
appropriate management
considerations so that
instruction and learning
are facilitated.
Discussion
What type of discussion will
occur during the lesson?
Can the discussion as described
be managed to minimize noise
yet maximize participation and
formative (ongoing, on-the-fly)
assessment opportunities? If so,
how do you know? If not, what
would you differently and how
would you manage it?
0-1
No reference to existing
lesson plan.
Methods described are
not justified and/or
modifications are
inappropriate.
Information indicates
misunderstanding of
management concepts.
2-3
4
Existing lesson
described clearly.
Methods described are
justified and/or modified
appropriately using
applicable information
that indicates
understanding of
management concepts.
Any modifications made
are described clearly.
1
Movement
Does the lesson involve
opportunities for the teacher
and/or students to move around
– getting into and out of groups,
visiting centers, monitoring
student learning and behavior,
etc.?
Can this movement as described
be managed effectively to
minimize crowding, chaos, and
intrusion and yet maximize
efficiency? If so, how do you
know? If not, what would you
differently and how would you
manage it?
Special needs
With the population of your
classroom in mind, what, if any,
are the management
considerations that would help
meet the needs of all learners?
Other
Are there any other management
considerations that need to be
addressed – other procedures,
special situations, safety,
preventative measures, etc.?
0-1
4
Existing lesson
described clearly.
Methods described are
not justified and/or
modifications are
inappropriate.
Information indicates
misunderstanding of
management concepts.
.
Methods described are
justified and/or modified
appropriately using
applicable information
that indicates
understanding of
management concepts.
Any modifications made
are described clearly.
0-1
2-3
Management
considerations for
special needs and
diverse populations are
not addressed. Methods
suggested are entirely
inappropriate and/or
unsupported.
Misunderstanding of
management concepts is
indicated.
0
No other management
issues that need to be
addressed are identified.
Mechanics
1
Organization
Choppy,
disorganization makes
document difficult to
read.
More than one spelling
and/or grammatical
errors.
Spelling and Grammar
2-3
No reference to existing
lesson plan.
4
All management
considerations for
special needs and
diverse populations are
addressed. Methods
suggested are
appropriate and
supported with
information that
indicates an
understanding of
management concepts.
2-3
4
Other management
issues are identified and
addressed appropriately.
4
Well organized as
written. Flows well.
No spelling and/or
grammatical errors.
Total =
Comments:
2
Reflective Planning for Learning RUBRICS
EDUC 3308 F05
Part II: Learning Theories and Instruction
Learning Theory(ies)
List the learning theory(ies)
applied to the instruction in
your lesson plan.
For each theory, describe the
instructional methods that
demonstrate the application of
that theory, explaining why
you believe the theory is
being employed.
Instruction
If you believe some or all of
the instructional methods are
effective, explain why, citing
what you have learned about
learning theory and
instruction in class and in
your reading.
If you believe some or all of
the instructional methods
could be more effective by
employing other learning
theories, explain what you
would do to change the
lesson, citing what you have
learned about learning theory
and instruction in class in and
your reading.
Mechanics
Organization
Spelling and Grammar
0-5
6-8
9-10
Learning theories not
identified or
misidentified.
Learning theory(ies)
correctly identified.
Relationship between
strategies described and
identified learning
theory(ries) not
accurate.
Misunderstanding of
learning theory(ies)
clearly indicated.
Identification of
learning theory(ies)
accurately supported
with description of
instructional strategies.
Clear evidence of
understanding of how
learning theories are
employed in
instruction.
0-5
6-8
9-10
Methods as described
in plan are wholly
inconsistent with
appropriately applied
learning theory, yet left
unchanged.
Instructional methods
identified as effective
are supported with
accurate information
regarding
implementation of
learning theory in the
classroom.
Methods described in
plan were effective and
consistent with
appropriately applied
learning theory, yet
changed so that they
are less so, or changes
to methods reflect poor
or misunderstanding of
appropriately applied
learning theory.
Changes as described
reflect accurate and
insightful knowledge of
learning theory as
applied to create
effective and
appropriate instruction.
0-1
Choppy,
disorganization makes
document difficult to
read.
More than one spelling
and/or grammatical
errors.
2-4
5
Well organized as
written. Flows well.
No spelling and/or
grammatical errors.
Total =
Comments:
3
Reflective Planning for Learning RUBRICS
Part III: Motivation and Differentiation
Motivation
0-1
Motivational strategies
What about the lesson –
of lesson not identified
instructional strategies,
or misidentified.
content, evaluation, etc. – is
motivating to students? (If
there is nothing motivating
about the lesson, state this.)
Application of
Why do you believe these
knowledge of
aspects of the lesson are
motivation is applied
motivating? Explain citing
incorrectly. Evidence
information learned in class
of poor or
and in your reading.
misunderstanding of
What would you do to increase
the motivational strategies in
this lesson? Describe your
strategies using appropriate
application of material from
class and from your books.
Differentiation
What parts of the lesson
address different learning
styles and intelligences (as in
Gardner’s Multiple
Intelligences)? How do you
know?
How could you further
differentiate the instruction to
include different learning
styles and multiple
intelligences?
How are special needs and
diverse students
accommodated in the lesson?
How could you further
accommodate these students?
EDUC 3308 F05
2-4
Reasons why strategies
identified in lesson are
motivating to students
are valid. Clear
evidence of
understanding of
motivational theory
and application.
Modifications to lesson
to increase
motivational strategies
are appropriate and
supported by
knowledge of
motivational theory.
motivational theory
and application.
Lesson not modified if
needed and/or
proposed changes are
inappropriate and/or
not supported with
accurate knowledge of
motivational theory.
0-1
5-6
Motivational strategies
(or lack of them) in the
lesson as it exists are
correctly identified.
2-4
5-6
Differentiated
activities not identified
or incorrectly
identified.
Strategies that indicate
differentiation of
instruction (or lack of
it) correctly identified.
Proposed methods for
differentiating
instruction are
inappropriate and/or
not supported by
accurate knowledge.
Proposed methods for
differentiating
instruction are valid
and supported by
knowledge of learning
styles and multiple
intelligences.
Methods for
accommodating special
populations (or lack
thereof) are correctly
identified.
Proposed methods for
accommodating special
populations are valid
and supported by
knowledge of learning
styles and multiple
intelligences.
Methods for
accommodating special
populations are not
identified or
incorrectly identified.
Proposed methods for
accommodating special
populations are
inappropriate and/or
not supported by
accurate knowledge.
4
Mechanics
Organization
Spelling and Grammar
0-1
Choppy,
disorganization makes
document difficult to
read.
More than one spelling
and/or grammatical
errors.
2-3
4
Well organized as
written. Flows well.
No spelling and/or
grammatical errors.
Total =
Comments:
5