Rubrics for Assessing and evaluating technology enhanced lesson w/ instructional material.

Criteria Advanced Proficient Working Need

Towards Improvement

4 pts. 3 pts. 2 pts. 1 pts.

1. The Materials
and Equipment
use by the
teacher in
lesson
planning is
enhanced with
technology.

2. Clear
Objectives

3. Activate
Background
knowledge

4. Direct
Instruction

5. Integrate
technology in
Student
Practice

6. Closure
7. Technology
enhanced
assessment
tools and
Follow-Up.

TOTAL
Criteria:
1. The Materials and Equipment use by the teacher in lesson planning is enhanced
with technology.

The materials and supplies used by the lesson plan are technology enhanced
that can help students to achieve the stated lesson plan objectives.

2. Clear Objectives

The lesson's objectives must be clearly defined and in line with district and/or
state educational standards.
The reason for setting objectives and goals is to make sure that the teacher
knows what he/she trying to accomplish within the lesson. This will help to
determine what the students should take away from the lesson and how one’s
will go about ensuring that they are successful in mastering the material at hand.

The objectives should be the ongoing focus of the lesson. Maximize the effort to
create successful learning outcomes with SMART objectives.
SMART stands for specific, measurable, attainable, relevant, and time-bound.

Specific (simple, sensible, significant).

Specific answers the questions "what is to be done?" "how will you know
it is done?" and describes the results (end product) of the work to be
done. The description is written in such a way that anyone reading the
objective will most likely interpret it the same way. To ensure that an
objective is specific is to make sure that the way it is described is
observable. Observable means that somebody can see or hear
(physically observe) someone doing something.

Measurable w/ Measurement (meaningful, motivating)

Measurable w/Measurement answers the question "how will you know it
meets expectations?" and defines the objective using assessable terms
(quantity, quality, frequency, costs, deadlines, etc.). It refers to the extent
to which something can be evaluated against some standard. An
objective with a quantity measurements uses terms of amount,
percentages, etc.. A frequency measurement could be daily, weekly, 1 in
3. An objective with a quality measurement would describe a requirement
in terms of accuracy, format, within university guidelines.

Achievable (agreed, attainable).

Achievable answers the questions "can the person do it?" "Can the
measurable objective be achieved by the person?" "Does he/she
 have the experience, knowledge or capability of fulfilling the
expectation?" It also answers the question "Can it be done giving the time
frame, opportunity and resources?" These items should be included in
the SMART objective if they will be a factor in the achievement.

Relevant (reasonable, realistic and resourced, results-based).

Relevant answers the questions, "should it be done?", "why?" and "what
will be the impact?" Is the objective aligned with the S/C/D’s
implementation plan and the university’s strategic plan?

Time-oriented (time-based, time limited, time/cost limited, timely,

time-sensitive).
Time-oriented answers the question, "when will it be done?" It refers to
the fact that an objective has end points and check points built into
it. Sometimes a task may only have an end point or due date. Sometimes
that end point or due date is the actual end of the task, or sometimes the
end point of one task is the start point of another. Sometimes a task has
several milestones or check points to help you or others assess how well
something is going before it is finished so that corrections or modifications
can be made as needed to make sure the end result meets
expectations. Other times, an employee’s style is such that the due dates
or milestones are there to create a sense of urgency that helps them to
get something finished.

3. Activate Background knowledge

Set the stage by tapping the students’ background knowledge – previous life
experiences, prior learning, or both – to prepare them for the new concept the
teacher about to introduce
Making a connections between what the students already know and what the
teacher going to teach them.
Involve the students in the discussion by asking them to share their thoughts
based on gripping stories they’ve read.

4. Direct Instruction

This is where the teacher present the new concept that is included in the lesson
objectives.
The teacher speak clearly and concisely. He or she use the board or different
tools especially technology when explaining to the students. If the lesson
 involves a process, he/she show the process by a clear modelling and explaining
each step.

5. Integrate technology in Student Practice

Student practice consists of 3 steps: guided practice, collaborative practice, and

independent practice.
This 3-step process allows to gradually release students from watching the
teacher by allowing them to apply the concept independently by some activity
using technology.
The teacher can choose one(1) among the three(3) example of students practice
or more with the enhancement and use of technology:
1. Guided Practice
After presenting the new concept, student must be involve by conversing
them through process such as questioning them and offer their input
regarding the topic or the question being asked.
2. Collaborative Practice
This is where students get to apply the new concept in cooperative
activities. This includes working with a partner, in small groups, or in
larger groups.
3. Independent Practice
Once students have had the opportunity to apply and practice the concept
with their classmates through collaborative activities, it's time for them to
apply and practice the concept on their own.

6. Closure

This is where you the teacher “wrap it up.” It’s a quick synopsis of the lesson.
This can be asking students to pair share or to share out something they learned
that period, or to provide an example of the concept taught.

7. Technology enhanced assessment tools and Follow-Up.

Assessment tool is a formal or informal instrument used to identify the students’

knowledge level of the standard, skill, or concept. (Chapman & King, 2012)
Effective teachers strategically select an appropriate assessment tool for each
learning situation.
The lesson doesn't end after the students complete a worksheet.
The assessment section is one of the most important parts of any lesson plan.
This is where you assess the final outcome of the lesson and to what extent the
learning objectives were achieved. In most cases, the assessment will come in
the form of a test or quiz, but assessments can also include in-depth class
discussions or presentations.