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iRubric: Lesson Definition Theorem rubric

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Lesson Definition Theorem First practice teach Rubric Code: Y535A Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Undergraduate

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	Proficient 10 pts	Basic 6 pts	Unsatisfactory 3 pts	Missing Components (N/A)
Video Recording	Proficient Video of lesson is submitted by given due date. Lesson is 12 to 15 minutes in length. Video is of a format that can be opened with Real Player, Window Media Player, or Quick Time Player.	Basic Video of lesson is submitted by the given due date. Lesson is less than 12 minutes but more than 9 minutes. Video is of a format that can be opened with Real Player, Window Media Player, or Quick Time Player.	Unsatisfactory Video of lesson is submitted within 24 hours after the given date. Lesson is less than 9 minutes in length. Video is of a format that can be opened with Real Player, Window Media Player, or Quick Time Player.	Missing Components Video of lesson is submitted more than 24 hours after the given due date. Lesson is less than 6 minutes in length. Video is not of the format that can be opened with Real Player, Window Media Player, or Quick Time Player.
Peer Review	Proficient Peer Review comments are provided by every member of your PLC for their videos. One comment deals with a strength found in your peer’s lesson and one comment focuses on an area of improvement needed in your peer’s lesson.	Basic Peer Review comments are provided by most members of your PLC for their videos. One comment deals with a strength found in your peer’s lesson and one comment focuses on an area of improvement needed in your peer’s lesson.	Unsatisfactory Peer Review comments are provided by only one or two members of your PLC for their videos. One comment deals with a strength found in your peer’s lesson or one comment focuses on an area of improvement needed in your peer’s lesson, but not both.	Missing Components Peer Review comments are not provided by the other members of your PLC for their videos. Comments do not focus on the lesson, they are disjointed or not applicable to the video.
Individual Review	Proficient A one page summary of your analysis of the video is offered. In this summary you reflect on what you saw and on the comments of your PLC peer members. PLC member comments are turned in with the summary.	Basic A one page summary of your analysis of the video is offered. In this summary you reflect on what you saw or on the comments of your PLC peer members, but not both. PLC member comments are turned in with the summary.	Unsatisfactory A summary of your analysis of the video is offered, but is less than one page. In this summary you reflect on what you saw or on the comments of your PLC peer members, but not both. PLC member comments are turned in with the summary.	Missing Components A summary of your analysis of the video is offered, but is less than one page. In this summary you do not reflect on what you saw nor on the comments of your PLC peer members. The summary rambles and does not address the video. PLC member comments are not turned in with the summary.
Communication	Proficient Your summary is typed, using 12 point font (Calibri, Times New Roman, or Cambria). The summary is double spaced. Informal language is used but no slang, profanity, or poor punctuation is used.	Basic Your summary is missing one of the following: Summary is typed, using 12 point font (Calibri, Times New Roman, or Cambria). The summary is double spaced. Informal language is used but no slang, profanity, or poor punctuation is used.	Unsatisfactory Your summary is missing two of the following: Summary is typed, using 12 point font (Calibri, Times New Roman, or Cambria). The summary is double spaced. Informal language is used but no slang, profanity, or poor punctuation is used.	Missing Components Your summary is not legible. The typing, font or spacing makes it hard to read. The language and/or punctuation used is inappropriate and/or hard to follow.
Math Language/Methods	Proficient Lesson develops a definition or theorem constructively. At no time is the definition or theorem given to the students. You do not address your students as they are your peers. You do not say what you are going to do in the lesson you just do it. Mathematics language is appropriate.	Basic Lesson attempts to develop a definition or theorem constructively. However there times when you give students’ too much info instead of letting them “discover” it on their own. You address your students as peers or tell them what you are going to do. Mathematical language is occasionally incorrect.	Unsatisfactory Lesson attempts to develop a definition or theorem constructively. However there times when you give students’ too much info instead of letting them “discover” it on their own and you address your students as peers or tell them what you are going to do. Mathematical language has major errors.	Missing Components Lesson does not attempt to develop a definition or theorem constructively. That is, the definition or theorem is given to the students without any attempt to let them “discover” it on their own. Mathematical language is often incorrect to the point where the efficacy of the lesson is severely affected.

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