CRITERIA
Exceptional
Well-developed
Clear
Sound
Developing
Not achieved
Lesson Plan from
second
microteaching
(4 marks)
Your lesson plan
included clear
objectives with
lower and higher
order thinking,
an engaging
hook, specific
questions and at
least one
appropriate
hands-on
student activity.
(4)
You critically
reflected on
feedback from
your peers and
your own
reflection on
practice. You
have identified
areas which
need further
improvement
and have
included specific
strategies to
improve your
lesson delivery.
(4)
Your lesson
included clear
objectives and
some attempt at
using lower and
higher order
thinking verbs, a
reasonably
engaging hook, a
variety of clear
questions and
student
activities. (3.5)
You critically
reflected on
feedback from
your peers and
your own
reflection on
practice. You
have identified
areas which
need further
improvement
but strategies to
improve your
lesson delivery
were vague.
(3.5)
Your lesson
included clear
objectives, a
sound hook, a
variety of
questions and
student
activities.
Your lesson
included mostly
clear objectives, a
sound hook, a
variety of
questions and
student activities.
(2.5)
Your lesson
included
objectives but
they needed to
be a little
clearer, an
attempt at an
engaging hook,
some questions
and student
activities.
(2)
Your lesson
lacked clear
objectives. Your
hook needed to
be more
engaging.
Limited
questions and
activities
included.
(1)
You included
some discussion
and reflection on
lesson delivery,
communication
skills, and
handwriting,
however mainly
descriptive.
(2.5)
You included
some discussion
on lesson
delivery,
communication
and handwriting
but reflection
was limited.
(2)
Lesson delivery,
communication
or handwriting
mentioned but
not discussed.
(1)
Communication
skills, lesson
delivery and
handwriting
(4 marks)
(3)
You included
some
discussion and
reflection on
lesson delivery,
communication
skills, and
handwriting
with some
attempt at
critical
reflection.
(3)
Well below
expectations
No lesson plan
included.
(0)
No mention of
lesson delivery,
communication
skills or
handwriting.
(0)
Motivation and
Engagement
(4 marks)
Classroom
Management
You critically
reflected on
feedback from
your participants
and your own
reflection on
your hook and
other forms of
motivation
during the lesson
and suggested
specific steps for
further
improvement.
(4)
You critically
reflected on
feedback you’re
your peers and
your own
reflection of your
use of classroom
management
strategies and
their
effectiveness,
referring to
literature. (4)
You critically
reflected on
feedback from
your peers and
your own
reflection on
motivation
strategies but
suggestions for
improvement
were vague.
(3.5)
You included
some
discussion and
reflection on
motivation
strategies used
in the lesson
with some
attempt at
critical
reflection.
(3)
You included
some discussion
and reflection on
motivation
strategies used in
the lesson.
(3)
There was some
description of
motivation
strategies but
no reflection.
(2)
Limited mention
of motivation or
engagement.
(1)
No mention of
motivation or
engagement
strategies.
(0)
You critically
reflected on
feedback from
your peers and
your own
reflection on
your use of
classroom
management
strategies but
suggestions for
improvement
were vague.
(3.5)
You included
some
discussion and
reflection on
classroom
management
strategies used
in the lesson
with some
attempt at
critical
reflection.
(3)
You included
some discussion
and reflection on
classroom
management
strategies used in
the lesson.
(2.5)
There was some
description of
classroom
management
strategies but
no reflection.
(2)
Limited mention
of classroom
management.
(1)
No mention of
classroom
management.
(0)
Strategies for
working with
Indigenous
students (2
marks)
Critically reflected on the specific
strategies you would include in this
lesson to cater to the needs of
Indigenous students.
(2)
Some attempt at critical reflection
on the specific strategies you could
use to cater to the needs of
Indigenous students.
(1.5)
Specific
strategies for
working with
Indigenous
students
mentioned but
no reflection.
(1)
Limited mention
of strategies for
working with
Indigenous
students.
(0.5)
No mention of
strategies for
working with
Indigenous
students.
(0)
SAO (1 mark)
Writing (1 mark)
Clear and specific SAO included (1)
Some attempt at including a SAO (0.5)
No SAO included (0)
No sentence structure, spelling or
punctuation errors identified. (1)
Some or many errors in sentence structure, spelling or
punctuation. (0.5)
Numerous spelling and punctuation
errors, which inhibit comprehension (0)