Lesson Plan and Video Rubrics/Resources
Lesson Plan Template
Lesson Plan Sample
Multimedia sample for lesson plan (Source: Florida Center for Instructional Technology)
Lesson Plan Rubric (see below)
Video Rubric (see below)

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TRC Lesson Plan Rubric:



CATEGORY
8
6
4
2
0
Points:
Bloom's Level and Timeline

(More info on Bloom's)
Highest Bloom's Level designation is accurate based on described lesson plan. The timeline seems like a reasonable estimate for project completion.
Bloom's Level designation is slightly high or low based on described process/products OR the timeline is slightly long or short for project completion.
Bloom's Level designation is slightly high or low based on described lesson plan AND the timeline is slightly long or short for project completion.
Bloom's Level and/or timeline is grossly inappropriate for the described lesson plan.
Bloom's Level and/or timeline is omitted.

Content Standards
Content standards are identified and appropriate for described lesson plan.
Content standards are identified but some liberties are taken regarding appropriateness for described lesson plan.
Content standards listed are not the most appropriate for the described lesson plan--either too many are included or too few.
Content standards are grossly inappropriate for the described lesson plan.
Content standards are omitted.

GPS Standards
NETS*S standards are identified and appropriate for described lesson plan.
NETS*S standards are identified but some liberties are taken regarding appropriateness for described lesson plan.
NETS*S standards listed are not the most appropriate for the described lesson plan--either too many are included or too few.
NETS*S standards are grossly inappropriate for the described lesson plan.
NETS*S standards are omitted.

Goals and Objectives/ Overview
Goals and Objectives are clearly defined, attainable and accurately reflect the Content and NETS*S standards listed in the lesson plan.
Goals and Objectives are defined, within reason and reflect the Content and NETS*S standards with only a few necessary tweaks.
Goals and Objectives are lacking clarity with regard to attainability and/or relation to the Content and NETS*S standards that are listed.
Goals and Objectives are unclear or unrelated to the Content and NETS*S standards listed.
Goals and Objectives are omitted.

Overview
A compact and clear picture of the lesson is articulated through a short summary of the assignment(s). Supporting examples of the student learning process and well defined student products are included.
The lesson is articulated through a summary of the assignment(s). Supporting examples of the student learning process and product descriptions are included.
The lesson and assignment descriptions are lacking clarity. Supporting examples of the student learning process & product descriptions are minimal.
The lesson and assignment descriptions are unclear or grossly lacking. Supporting examples of the student learning process & product descriptions are insufficient.
The lesson and assignment descriptions are omitted.

Higher Order Thinking Applications
The learning process and products that the students are working through in this lesson plan are at the Creating, Evaluating or Analyzing levels of Bloom's. Higher order thinking applications are of high quality and are appropriate for the grade level and content being served.
The learning process and products that the students are working through in this lesson plan are at the Creating, Evaluating, Analyzing or Applying levels of Bloom's. Higher order thinking applications are appropriate for the grade level and content being served.
The learning process and products that the students are working through in this lesson plan are at the Understanding or Remembering levels of Bloom's OR the higher order thinking applications for the grade level and content being served is questionable.
Higher order thinking applications are not clearly outlined and/or are grossly inappropriate for the grade level/content being served. It is unclear what the target Bloom's levels are.
Higher order thinking applications and target Bloom's levels are not stated.

Resources
At least 2 high quality, appropriate resources are listed. Use is justified based on relation to content and standards being addressed.
At least 2 appropriate resources are listed. Use is justified based on relation to content and standards being addressed.
At least 2 resources are listed and have some relation to the content and standards being addressed. Credentials of one or both site(s) are questionable.
Site(s) listed do not seem to have a direct relationship with content and standards being addressed and/or are inappropriate for content or grade level.
Resources are incomplete or omitted.

Differentiation
At least 2 differentiation methods or techniques are described with specific resources detailing the plan. Suggested adaptations seem reasonable and feasible for a general education classroom.
2 differentiation methods or techniques are mentioned with enough description to understand a feasible plan for implementation.
1-2 differentiation methods or techniques are mentioned. Minimal illustrative details or resources are included. Feasibility of implementation is questionable due to lack of detail.
Differentiation methods or techniques described are unclear and seem unreasonable for a general education teacher to implement.
Differentiation method/technique descriptions are grossly incomplete or omitted.

Assessment
Method(s) of assessment are detailed and a clear picture is given of how students will be evaluated. Supporting details and/or resources (i.e. rubric) are provided. The described assessment(s) will help the teacher see what knowledge was gained by the students in relation to the lesson's content standards.
Method(s) of assessment are listed with some supporting details. The assessment(s) seem to help the teacher understand what knowledge was gained by the students in relation to the lesson's content standards.
Method(s) of assessment are included with minimal supporting details. It is not clear whether or not the teacher will understand the content knowledge that the students gained as a result of this lesson.
Assessment methods are unclear and do not seem to provide a clear picture of the knowledge that students gained as a result of the lesson.
Assessment method descriptions are incomplete or omitted.

Collaboration
Method of collaboration is described n in detail. A clear picture of how the introduction of this collaborative component enhances student learning of the content and/or NETS*S standards is included. Student motivation/buy-in is enhanced by this addition.
Collaborative component is described with some supporting details. There is a reasonable rationale describing how the collaborative activity enhances student learning of the content/NETS*S standards.
Collaborative component is described with minimal supporting details. Minimal rationale is offered to describe how the collaborative activity enhances student learning of the content/NETS*S standards.
The collaborative component description is unclear and/or does not clearly support the content/NETS*S standards detailed in the lesson plan.
The collaborative component is grossly incomplete or omitted.

Multimedia Applications
Multimedia project is clearly described and strong justification is given regarding the benefits this tool will provide to the enhancement of student learning.
Multimedia project is described along with some justification regarding the benefits that this tool will provide to the enhancement of student learning.
Multimedia project is stated. Justification regarding the benefits that this tool will provide to the enhancement of student learning is minimal and in need of elaboration.
Multimedia project is stated. Justification regarding the benefits that this tool will provide to the enhancement of student learning is weak and in need of elaboration.
Multimedia project description and justification are grossly insufficient or omitted.

Closure and Reflection
Reflection opportunities for the students AND the instructor are clearly described with supporting details.
Reflection opportunities for the students AND/OR the instructor are described with minimal supporting details.
Reflection opportunities for the students AND/OR the instructor are mentioned with little to no supporting details.
Reflection opportunities for the students OR the instructor are omitted and the description that is included is lacking supporting details.
Reflection opportunities for the students AND the instructor are grossly insufficient or omitted.

Digital Citizenship
A clear and concise plan for the promotion of good digital citizenship in the classroom is detailed.
Plan for promoting digital citizenship is included.
Plan for promoting digital citizenship in the classroom could use further elaboration.
Plan for promoting digital citizenship in the classroom is fuzzy and incomplete.
Plan for promoting digital citizenship is grossly insufficient or omitted.

Fair Use & Sources
(More info about fair use)
Fair Use guidelines are followed. Source information stated for all graphics, facts and quotes.
Fair Use guidelines are followed. Source information stated for the majority of the graphics, facts and quotes.
Fair Use guideline adherence is questionable. Source information collected for graphics, facts and quotes, is minimal.
Fair Use guidelines are abused. Very little or no source information was collected.
Sources are omitted entirely.

Mechanics
No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Many grammatical, spelling, or punctuation errors.




















Feedback:

















Total Points Earned out of 120:




















Score:



elect_video_camera.gifTRC Video Rubric:



CATEGORY
8
6
4
2
Points:
Content
Subject knowledge is aligned to state standards.
Subject knowledge is relevant to state standards.
State standards seem to be a secondary focus.
State standards and learning objectives are minimally addressed.
_
Higher Order Thinking Applications
Defined as the Creating level of the revised Bloom's Taxonomy, students are being asked to create a new product, author original works or develop a solution to a real world problem.
Defined as the Analyzing or Evaluating levels of the revised Bloom's Taxonomy, students are being asked to dig below surface level understanding of a concept by differentiation, justification and/or experimentation.
Defined as the Understanding or Applying levels by the revised Bloom's Taxonomy, students are being asked to explain ideas through research/report.
Defined as the Remembering level by the revised Bloom's Taxonomy, students are being asked to memorize, recall and/or reproduce facts.
_
Pedagogical Emphasis
Students are answering authentic, real-world questions that they have generated. Both the technology and the teacher serve as resources for learning. Two-way collaboration with the outside world takes students beyond their classroom walls.
Students are required to use higher order thinking skills to complete a task that was formulated by the teacher. The focus of the lesson falls on both the content and the use of technology tools
Students are using classroom technology in a research/report capacity. The focus of the lesson tends to fall on the technology and not on the content.
Technology is predominately used by the teacher as an instructional support tool. Teacher tends to deliver the content to the students.
_
Organization
Product content is well organized and easy for viewer to understand. Titles and text efficiently enhance the delivery of information. There is a clear story being told with an introduction, body and conclusion.
Product content is logically organized with 1-2 awkward moments for the viewer. Titles and text assist with the delivery of information but may be a bit too much or too little in certain places. Story flows fairly well.
Uses titles and text for content delivery, but the overall organization of topics and information is weak. Story seems choppy.
There was no clear or logical organizational structure, just lots of facts. The titles and text distracted from the content being delivered.
_
Originality
Product shows a large amount of original thought. Ideas are creative and inventive.
Product shows some original thought. Work hints at new ideas and/or insights.
Uses other people's ideas (giving them credit), but there is little evidence of original thinking.
Uses other people's ideas, but does not give them credit.
_
Attractiveness
Makes excellent use of font, color, graphics, music, effects, etc. to enhance the presentation.
Makes good use of font, color, graphics, music, effects, etc. to enhance the presentation.
Makes use of font, color, graphics, music, effects, etc. but occasionally these detract from the presentation content.
Uses font, color, graphics, music, effects etc. but these often distract from the presentation content.
_
Delivery
Makes excellent use of visuals depicting TRC teacher(s), facilitator and students in action, integrating technology.
Makes adequate use of visuals depicting TRC teacher(s), facilitator and students in action, integrating technology.
TRC teacher(s), facilitator, or students are not represented in final product.
Little to no visuals of teacher(s), facilitator and/or students are used.
_
Mechanics
No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
_
Fair Use & Sources
Fair Use guidelines are followed. Source information stated for all graphics, facts and quotes.
Fair Use guidelines are followed. Source information stated for the majority of the graphics, facts and quotes.
Fair Use guideline adherence is questionable. Source information collected for graphics, facts and quotes, is minimal.
Fair Use guidelines are abused. Very little or no source information was collected.
_
Student Grouping
Students predominately work in pairs or small groups to complete assignments.
Students predominately work individually with minimal peer or expert collaboration to complete assignments.
Students predominately work individually to complete assignments.
N/A
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Feedback:



Total Points Earned:
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Score:
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trclogotiny.pngKansas Technology Rich Classroom Icon Symbols:
(Ideas based off of ISTE National Educational Technology Standards (NETS*T)
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Use technology to find information most efficiently, solve problems, and remain knowledgeable of challenges in the 21st century. Use technology tools to make data-based decisions about your teaching and learning environment to maximize student achievement and professional growth.
My Page - Ning
iGoogle - personalized home page/RSS feeds
Delicious - links
Google Reader - news feeds
Google Books - vocabulary studies
Google Search Lessons
Google Docs & Forms
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Collaborate with people outside of the classroom with technology. Share your knowledge with the world.
Ning, Plurk, Delicious, ePals, Blogger, Google Sites
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Use technology to impact the teaching and learning process. Take baby steps, setting a long term goal and mini goals to help you reach the top of the mountain.
Picasa, Sketch Up, Google Lit Trips, Video/Podcasting, GlogsterEDU
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TRC teams develop strategies to integrate technology in elementary language arts classrooms, and interdisciplinary lessons within other content areas. Teach and model how to use the Internet safely. Exercise digital citizenship and the understanding of fair use guidelines.
TeachersTV, Learner.org, Jamendo, Kitzu, Where Is It (Pictures), Google Customized Search
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TRC teams develop strategies to integrate technology in elementary mathematics classrooms, and interdisciplinary lessons within other content areas. Model the use and integration of Internet resources that are safe for teachers and students.
Classroom20, TeacherTube, SchoolTube, VoiceThread, Wordle
external image orangeTubes.jpg?height=84&width=96
TRC teams develop strategies to integrate technology in elementary science classrooms, and interdisciplinary lessons within other content areas.Understand & advocate for the integration of 21st Century Skills.
Revised Blooms Taxonomy

Higher Order Thinking Skills (HOTS)

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