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iRubric: GSP Lesson Plan rubric

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GSP Lesson Plan PowerPoint Lesson Plan Rubric Code: R536C Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate

GSP Lesson Plan Descriptions 100 %
	Proficient 50 pts	Basic 37.5 pts	Unsatisfactory 12.5 pts
Item 1 8 % Standard 8: Knowledge of Mathematics Pedagogy	Proficient * Identifies all the following in the lesson plan: •the goal of the lesson •the national/NCTM standard or •the state or Common Core standard addressed in the lesson	Basic *does not identify one of the following in the lesson plan: •the goal of the lesson •the national/NCTM standard or •the state or Common Core standard addressed in the lesson	Unsatisfactory *does not identify two of the following in the lesson plan: •the goal of the lesson •the national/NCTM standard or •the state or Common Core standard addressed in the lesson
Item 2 8 % Standard 8: Knowledge of Mathematics Pedagogy Standard 7: Dispositions	Proficient uses knowledge of different types of instructional strategies in planning mathematics lessons selects and uses appropriate concrete materials for learning mathematics *use of stimulating curricula	Basic primarily uses one instructional strategy in the lesson but does attempt to employ another selects and uses appropriate concrete materials for learning mathematics but this identified list is incomplete *curricula chosen invites limited student engagement in the lesson	Unsatisfactory only uses one instructional strategy in the lesson does not select and use appropriate concrete materials for learning mathematics *curricula chosen does not invite student engagement in the lesson
Item 3 8 % Item 3: Standard 3: Knowledge of Mathematical Communication Standard 3: Knowledge of Mathematical Communication	Proficient communicates mathematical thinking coherently and clearly uses language of math to express ideas precisely organizes mathematical thinking through communication analyzes and evaluates the mathematical thinking and strategies of others	Basic communicates mathematical thinking, but sometimes is not clear uses incorrect or imprecise (slang) mathematical language infrequently * mathematical thinking is not always organized or scaffold is sometimes not adequate *responses to questions or comments of students are sometimes incomplete or unclear	Unsatisfactory mathematical communication is not clear or coherent in many instances uses incorrect or imprecise (slang) mathematical language several times mathematical thinking is not organized or scaffold is often inadequate responses to questions or comments of students are off target or mostly inadequate
Item 4 8 % Item 4: Standard 4: Knowledge of Mathematical Connections	Proficient recognizes and uses connections among mathematical ideas recognizes and applies mathematics in contexts outside of math *mathematical ideas interconnect and build on one another to produce a coherent whole	Basic recognizes and uses connections among mathematical ideas but these are not always well developed applies mathematics in contexts outside of math but at times does not always present them clearly or properly *mathematical ideas mostly interconnect and build on one another but sometimes fail to produce a coherent whole	Unsatisfactory does not recognize or does not use connections among mathematical ideas when needed attempts to apply mathematics in contexts outside of math but these attempts are inadequate *mathematical ideas do not interconnect and do not produce a coherent whole
Item 5 8 % Standard 5: Knowledge of Mathematical Representations	Proficient uses representations to model and interpret mathematical phenomena creates and uses representations to organize, record, and communicate mathematical ideas *selects, applies, and translates among multiple mathematical representations to solve problems	Basic uses representations to model and interpret mathematical phenomena, but sometimes uses them inappropriately creates and uses representations to organize, record, and communicate mathematical ideas but sometimes this communication is unclear * Selects, applies, and translates among multiple mathematical representations to solve problems, but sometimes incorrectly or unclearly	Unsatisfactory does not use representations or uses incorrect representations in the modeling of mathematical phenomena creates and uses a single representation to organize, record, and communicate mathematical ideas and mostly this communication is unclear * Selects, applies, and translates among only one mathematical representation to solve problems and at times this is done incorrectly or unclearly
Item 6 8 % Standard 1: Knowledge of Mathematical Problem Solving Standard 2: Knowledge of Reasoning and Proof	Proficient uses knowledge of mathematics to select and use appropriate technological tools: specifically in this lesson uses SMART Notebook with links to GSP to present the lesson GSP involves constructions/one slider and these are directly related to the stated objectives uses 10 or more pictures, graphs, charts, or tables in the SMART Notebook lesson that are directly related to the stated objectives * All software was utilized correctly.	Basic * uses knowledge of mathematics to select and use appropriate technological tools: Specifically in this lesson: * uses SMART Notebook and GSP (without links) to present lesson GSP involves constructions/one slider and these are not always directly related to the stated objectives uses 6 or more pictures, graphs, charts, or tables in the SMART Notebook that are not always directly related to the stated objectives * Some minor glitches with the softw	Unsatisfactory uses technology but inappropriately (does not support the math learning) or does not use technology in lesson uses only SMART Notebook or GSP to present lesson GSP does not involve constructions or one slider and these are not directly related to the stated objectives uses less than 6 pictures, graphs, charts, or tables in the SMART Notebook lesson or the representations used are not directly related to the stated objectives * Major problems with the sof
Item 7 8 % Standard 6: Knowledge of Technology	Proficient uses knowledge of mathematics to select and use appropriate technological tools specifically in this lesson In this particular lesson: PowerPoint (with 5 hyperlinks, 2 animations) was used for the lesson and supported the stated objectives a 2 to 4 minute imbedded original Moviemaker video was used and supported the state objectives All software was utilized correctly. All hyperlinks and animations work properly.	Basic uses technology appropriately, but the technology selected is not the most effective tool that could be used to support mathematical learning In this particular lesson: PowerPoint (with 3-4 hyperlinks, 1 animation and an embedded Moviemaker video) was used in the lesson, and supported the stated objectives a 2 to 4 minute original Moviemaker video was used (not embedded in the PPT) and supported the state objectives Some minor glitches with the hype	Unsatisfactory uses technology but inappropriately (does not support the math learning) or does not use technology in lesson In this lesson: PowerPoint (with less than 3 hyperlinks and/or no animation or video) was used in the lesson, or did not support the stated objectives * an original Moviemaker video was used , but was under 2 minutes or over 4 minutes or was not embedded in the PPT) and/or supported the state objectives * Major problems with the hyperlinks and
Item 8 8 % Standards 9-15 Content Standards	Proficient *meets more than 80% proficiency of the indicators (appropriate for high school level) given for the mathematical strands of: -Number and Operations -Algebra -Geometries -Calculus -Discrete Mathematics -Data Analysis, Statistic, and Probability -Measurement	Basic *meets more than 50% proficiency of the indicators (appropriate for high school level) given for the mathematical strands of: -Number and Operations -Algebra -Geometries -Calculus -Discrete Mathematics -Data Analysis, Statistic, and Probability -Measurement	Unsatisfactory *meets less than 50% proficiency of the indicators (appropriate for high school level) given in the strands -Number and Operations -Algebra -Geometries -Calculus -Discrete Mathematics -Data Analysis, Statistic, and Probability -Measurement
Item 9 8 % Standard 7: Dispositions Standard 8: Knowledge of Mathematics Pedagogy	Proficient attention to equity—high expectations and strong support for all students Selects, uses, and determines suitability of the wide variety of available mathematics curricula and teaching materials for all students including those with special needs such as the gifted, challenged, and speakers of other languages * considerations for gender, SES, and under-represented diversities are present in the teaching materials used and instructional plan	Basic student expectations are not always at appropriate level or some students are not supported at required level Selects, uses, and determines suitability of the wide variety of available math curricula teaching materials, but one of the following populations such as the gifted, challenged, and speakers of other languages are not supported. * considerations for gender, SES, or under-rep diversities are present in the teaching materials used/ instructional plan	Unsatisfactory not all students are expected to succeed or supported in their math learning Selects, uses, and determines suitability of the wide variety of available math curricula/teaching materials, but one of the following populations such as the gifted, challenged, and speakers of other languages are not supported. * considerations for gender, SES, and under-represented diversities are not present in the teaching materials used and instructional plan
Item 10 8 % Standard 7: Dispositions Standard 8: Knowledge of Mathematics Pedagogy	Proficient uses various assessments (formative and summative) the level of the assessment questions are at the application level or higher *uses multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge	Basic attempts to use assessments (formative and summative) the level of the assessment questions are at the comprehension level or higher *attempts to use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge	Unsatisfactory uses only formative or summative assessments (not both) the level of the assessment questions are at the knowledge level or higher *does not use multiple strategies, including listening to and understanding the ways students think about mathematics, to assess students’ mathematical knowledge
Communication 10 %	Proficient All of the following are present: Lesson Plan is given with a SMART Notebook file containing a GSP link. A Calibri, Cambia, or Times New Roman font is used. Only one file is submitted. The organization of the lesson plan was coherent and readable. It is clear what the teacher candidate is doing and all parts of the plan are clearly delineated.	Basic All of the following are present: Lesson Plan is given with a SMART Notebook file containing a GSP link. A Calibri, Cambia, or Times New Roman font is used. Only one file is submitted. The organization of the lesson plan was coherent and readable. It is clear what the teacher candidate is doing and all parts of the plan are clearly delineated.	Unsatisfactory * Two of the following is missing: Lesson Plan is given using SMART Notebook not containing a GSP link A Calibri, Cambia, or Times New Roman font is used. One Smart Notebook and one GSP file submitted. The organization of the lesson plan was readable but sometimes not fully coherent. It is not clear what the teacher candidate is doing or all parts of the plan are not clearly delineated.
Misconceptions 10 %	Proficient The multiple representations and directions indicated are appropriate for the intended objectives. The visualization offered is appropriate for the problem or situation explored.	Basic The multiple representations and directions indicated are sometimes not appropriate for the intended objectives. The visualization offered is at times misleading for the problem or situation explored or can lead to student misconceptions with the mathematical ideas.	Unsatisfactory The multiple representations and directions indicated are not appropriate for the intended objectives for the majority of the lesson. The visualization offered is misleading for the problem or situation explored and will most likely lead to student misconceptions with mathematical ideas.

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