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Teaching Demonstration Rubric
Teaching Demonstration Rubric
Name of presenter:
Demonstration Topic:
Please rate the teaching demonstration based on the following criteria. Note that you are likely to check boxes across the ratings for a given criteria especially for the teaching methods, and interacting
with students criteria. Write the average or most representative score in the far right column for each criteria.
Teaching methods □ Teaching strategies and □ Teaching strategies and □ Teaching strategies or □ Teaching strategies
assessments were aligned to the assessments methods used assessments methods and assessments
objectives were appropriate to the were not aligned to the methods were not
□ Students’ prior knowledge levels objectives. objectives. aligned to the
were either assessed explicitly or □ Students’ prior knowledge □ Students’ prior objectives.
assumptions were articulated in levels on the topic were knowledge levels on the □ Students’ prior
demonstration framing. implicitly assumed correctly topic were assumed knowledge levels on
□ Smooth transitions between but not articulated in the incorrectly. the topic were not
different parts of the lesson. beginning. □ Transitions between considered.
□ Used appropriate activities to □ Transitions between different different parts of the □ It was difficult to
create teacher/student and/or parts of the lesson were lesson were not clear. follow the lesson.
student/student interaction somewhat clear. □ Used a few activities to □ No activities were
□ Regular comprehension checks □ Used few activities to create some teacher/student used to create
ranging from low-level recall to teacher/student and/or interaction interactivity.
higher-order thinking skills. student/student interaction □ Very few □ No comprehension
but did not rely on lecture comprehension checks checks.
only mostly targeting lower
□ Regular comprehension order thinking skills.
checks mostly targeting
lower order thinking skills.
Your Score
Criteria Excellent Satisfactory Needs Improvement Not Acceptable
and comments
□ Provided several opportunities □ Provided some opportunities □ Provided very few □ Did not provided any
for students to formulate and ask for students to formulate and opportunities for opportunity for
questions ask questions students to formulate students to formulate
□ Paused to give students time to □ Mostly paused to give and ask questions and ask questions
respond to questions students time to respond to □ Did not pause for □ Did not ask student
□ Affirmed student responses and questions students to respond to questions
Interaction with □ Affirmed student responses questions. □ Was impatient and
encouraged students who
Students □ Did not acknowledge
struggle to respond □ Was generally patient and eager to move on with
□ Was patient, used inclusive respectful while interacting student responses the content and
language, and modeled with students. □ Was generally sometimes
respectful written and oral respectful while disrespectful while
communication interacting with interacting with
students. students.
□ Appropriate use of technology □ Use of technology was □ Use of technology is □ Use of technology is
that does not distract from somewhat appropriate, with poor with several seems unnecessary for
learning. instances where the instances where the this session and can
□ The rationale for technology use technology distracted from technology is a hinder students
Use of technology* is clearly discussed and learning. distraction to learning. learning.
Indicate types of integrated into the goals of the □ The rationale for technology □ The rationale for □ The rationale for
technology used: class session discussed at the use is merely mentioned at technology use is not technology use is not
beginning, and the technology is some point during the provided at any time provided at any time
used seamlessly. demonstration, but the during the during the
technology is used demonstration and the demonstration and the
seamlessly. technology is not used technology is used
seamlessly. poorly.
□ Clear and audible speech □ Mostly clear and audible □ Somewhat clear and □ Unclear and/or
□ Assertive and confident speech, audible speech inaudible speech
□ Good eye-contact □ Mostly assertive and □ Somewhat confident, □ Not confident or
Delivery and □ Noticeable enthusiasm confident, but may be lacking assertive
Presentation □ Good body language □ Some eye-contact, assertiveness, □ Lacks enthusiasm
□ Attire appropriate for the □ Noticeable enthusiasm □ Somewhat enthusiastic □ Inappropriate attire
classroom □ Attire appropriate for □ Attire not appropriate □ Poor body language.
classroom, for classroom
□ Good body language. □ Poor body language
Additional Notes/Comments:
*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)
*Do not evaluate this criterion if instructional strategies did not require the use of technology (such as think-pair-share, using the white board, or group discussions)