Knowledge Concept (0-5-10)

Concepts are not related to the content.

Concepts are written as instructional objectives.

Concepts are written as descriptions of activities.

Concepts are not developmentally appropriate.

Concepts are basic facts.

Concepts are mental images

Concepts are appropriate for the age of student.

Concepts are appropriate for the activity.

Concepts are powerful in that they are easy to generalize to other situations or problems.

Concepts are accurate.

Supporting Information (0-5-10)

Written as objectives.

Not necessary for conceptualization of concept.

Is prior knowledge.

Includes necessary supporting information to conceptualize the concept, however is missing essential information.

Includes a list of concepts or facts needed for the construction of the concept (usually about 5 for simple concepts).

Includes the necessary supporting information to conceptualize the concept.

Misconceptions (0-5)

Misconceptions missing.

Identified ideas related to the concept.

Listed only opposites or what is not.

Are concepts that could be created, by not using the supporting information or by using some or all of the supporting information, in an attempt to explain the exploration or the relationship of the supporting information.

Assessment (0-5-10)

Assessment missing.

Assessment category is inaccurate.

Diagnostic assessment.

Assessment for conceptualization.

Assessment for generalization of concept.

Social Skill (Concept) (0-5-10)

Concepts are not related to social ideas.

Concepts are written as instructional objectives.

Concepts are written as descriptions of activities.

Concepts are not developmentally appropriate.

Concepts are very basic facts.

Concepts are mental images

Concepts are appropriate for the age of student.

Concepts are appropriate for the activity.

Concepts are powerful in that they are easy to generalize to other situations or problems.

Concepts are accurate.

Supporting Information (0-5-10)

Written as objectives.

Not necessary for conceptualization of concept.

Is prior knowledge.

Includes necessary supporting information to conceptualize the concept, however is missing essential information.

Includes a list of concepts or facts needed for the construction of the concept (usually about 5 for simple concepts).

Includes the necessary supporting information to conceptualize the concept.

Misconceptions (0-5)

Misconceptions missing.

Identified ideas related to the concept.

Listed only opposites or what is not.

Are concepts that could be created, by not using the supporting information or by using some or all of the supporting information, in an attempt to explain the exploration or the relationship of the supporting information.

Assessment (0-5-10)

Assessment missing.

Assessment category is inaccurate.

Diagnostic assessment.

Assessment for conceptualization.

Assessment for generalization of concept.

Materials

List is comprehensive.

Activity/Objective (0-5-10)

Activity objective missing.

Activity not appropriate for the concepts.

Taxonomy label is missing.

Activity objective includes at least who, what, and how.

Objective(s) includes main ideas for the entire lesson.

Are developmentally appropriate for the age of students selected (preoperational K-2, concrete 2-6).

Should motivate students to be engaged in the activity and develop positive attitudes (or dispositions) to continue to learn about the concepts or use the concepts.

The level of Bloom's Taxonomy is labeled and when possible a high level of student involvement has been selected.

Procedure (0-5-10)

Simple outline.

Statements include no detail. e.g. Put students into groups. Put a chart on the board. Have students share. Have the students complete the worksheet.

Written description of activities.

Charts, diagrams, activity descriptions are referred to but procedure is incomplete or missing.

Information about student grouping, transitions, or possible suggested results from discourse are missing.

Focus the student's attention on sufficient supporting information to conceptualize the concept.

Include other concepts as appropriate (processes...).

Move from the concrete, to semi-concrete, to the abstract as appropriate.

Include enough detailed information that a substitute teacher would understand how to teach the lesson.

Are designed to motivate or keep students engaged.

Have a majority of interactions as indirect interactions.

Include graphic representations as possible.

Empowers students to become life-long learners. Students asked to lead discussions, formulate ideas, design visuals, generate ideas for discovery activities, and discussion of metacognition.

References worksheets or prepared charts, etc. in the text or attached.

Learning Cycle (0-5-10)

There is no clear exploration and invention.

Majority of the exploration is teacher directed.

The teacher presents abstract information without appropriate student preparation.

Mixed the exploration and invention in the lesson.

Teacher introduces information that the students have not experienced.

Johnson and Johnson Six Steps for a Cooperative Lesson (0-5-10)

Some of the seven parts are not identified.

Instructional strategies are not conducive for a cooperative learning lesson.

All seven parts of cooperative learning are correctly identified and in the following order:

Introduce content concept

Introduce social skill

Group work

Teacher collection of data

Process social skill

Process content concept

Honor group

Designed with a variety of interactions appropriate for a cooperative learning lesson.