Kali Anderson

ED 216

November 9, 2014

Rubric for Self -Assessment and Faculty Feedback

Inadequate Emerging Proficient Distinctive Evidence in Your Teaching
(these columns will be used by your faculty)

Structure: Used UbD

template or ED 201
lesson plan template

Standards
Alignment: Stated
specific content
learning standards
(WTS 1)

Standards
Alignment: Stated
specific technology
standards (NETS-T 13, WTS 6)
Lesson
Coherence:Learning
outcomes are clearly
stated.(WTS 4, 7)

Lesson
Coherence: Plan
anticipates
constraints of
learning environment
and works
innovatively to
address them. (WTS
4,5,6, NETS-T 1-3)

x
x
x
x
x

In each area below, describe

how you have met this
criterion in your work.
My lesson plan is laid out in
the format for Ed 201. It is
laid out in Alverno long
lesson plan format.
In the first section of my
lesson plan it clearly states
the standards it satisfies for
adding and subtracting
decimals in the Math
common core standards for
fifth graders.
Under the common core
standards there are the
technology standards that
are established when
teaching the lesson.
Within the lesson plan I
clearly stated what the
students will be able to add
and subtract decimals with
using their base knowledge
of adding and subtracting
and be able to explain their
actions after the lesson

Kali Anderson
Lesson
Coherence: Plan
anticipates and
develops students
different learning
needs. (WTS 3, 7)

Lesson
Coherence:Lesson
actively engages
students in learning
with technology.
(WTS 6, NETS-T 1-3)

Lesson
Coherence:Lesson
results in student
work that can be
assessed to
determine whether
students have
attained learning
outcomes. (WTS 8,
NETS-T 1-3)
Documentation of
Teaching: Video is
clear and audible.
(NETS-T 5)

ED 216

X
X
X

November 9, 2014
With in the lesson plan there
are ideas for what to do if a
child is easily understanding
and a head of the game and
there are ideas for children
who are not. For children
who are not a head the idea
is to spend one on one time
with them to help them
understand and for the other
children who are ahead
there was an ideas of
working a head to the word
problem in the worksheet.
The students were engaged
with using technology they
were able to come up to the
smart board and play balloon
pop and help with filling in
answers to problems. Just
knowing the smart board
was going to be used
grabbed their attention and
got them engaged right off
the bat.
The students that where in
my video completed their
worksheets that can be use
to assess their work for the
lesson and determine if they
have gained the learning
outcomes. Also, the in class
questions asked can be taken
in to consideration of
informal assessment
The video is up and running
on my MRT and there is
sound and picture.

Kali Anderson
Documentation of
Teaching: Video
includes evidence of
student engagement.
(NETS-T 4-5, WTS 4-7)
Documentation of
Teaching: Digital
examples of student
work are connected
to assessment
strategies. (NETS-T 45, WTS 8)

ED 216

X
X

November 9, 2014
The Video that is uploaded
to My MRT show that the
kids are engaged throughout
the lesson with filling out
their worksheets and also
using the smartboard.
All my work including my
lesson plan and hand
madework sheet are on my
MRT. Also the shortend
lesson plan video is also on
my MRT to show
documentation of teching
with technology.