Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Teaching Demo 1
Overview: Each lesson demo will be assessed based on the following rubric. Note that the goals of these demonstrations of your chosen lessons
are developing a welcoming and engaging learning environment, incorporating textual references/displaying subject knowledge, and reflecting on
teaching in order to justify potential changes. Each demonstration will require a written reflection, but one demonstration will be recorded and
reflection written based on the video as well. Text representing key differences between adjacent score levels is shown in bold. Evidence that does
not meet Level 1 criteria is scored at Level 1. Level/Grade Equivalents: Level 5 is 94-100, Level 1 is 69 or below. In addition, students may earn
up to a level/letter-grade higher for participating in all aspects of the process work required for preparing teaching demonstrations.
Rubric 1: Engaging Students in Learning

Level 1

Level 2

Level 3

Level 4

Level 5

During teaching demo,

students are participating
in tasks that are vaguely
or superficially related to
the central focus.

During teaching demo,

students are participating
in learning tasks or
activities primarily
focused solely on literal
comprehension of text
with little attention to
developing interpretive
skills.

During demo, students are

engaged in learning tasks
that address their abilities
to construct meaning from
and interpret a complex
text.

During demo, students are

engaged in learning tasks
that develop their abilities
to construct meaning from
and interpret a complex
text.

During demo, students are

engaged in learning tasks
that deepen and extend
their development of deep
understandings of strategies
to construct meaning from
and interpret a complex
text.

There is little or no
evidence that the
candidate links students
prior academic learning
or personal, cultural, or
community assets with
new learning.

Candidate makes vague or

superficial links between
prior academic learning and
new learning.

Candidate links prior

academic learning to new
learning.

Candidate links both prior

academic learning and
personal, cultural, or
community assets to new
learning.

Candidate prompts
students to link prior
academic learning and
personal, cultural, or
community assets to new
learning.

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Rubric 2: Deepen Student Understanding

Level 1

Level 2

Level 3

Level 4

Level 5

The candidate does most

of the talking, and
students provide few
responses.

Candidate primarily asks

surface-level questions
and evaluates student
responses as correct or
incorrect.

Candidate elicits student

responses related to
constructing meaning from
and interpreting complex
text.

Candidate elicits and

builds on students
responses to develop
constructions of meaning
and interpretations of
complex text.

Candidate facilitates
interactions among
students so they can
evaluate their own
abilities to apply strategies
for constructing meaning
and interpreting complex
text.

OR

Candidate responses
include significant content
inaccuracies that will lead
to student
misunderstandings.

Additional comments:
-

opening--a way to begin the class

Ok, so weve been talking fast to begin withDefinitely something to work on, but hard when in a 15 minute time frame
o
review/prior knowledge--touching base with prior knowledge, check for understanding from previous day
o

you mentioned that weve been picking out and discussing social issues, etc.

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

WID tapped into prior experience with topic for the lesson that day
o
direct instruction--modeling, lecture, discussion, what else?
o
o

Used two posters/ads to model how to analyze a visual text

Great reference to rhetorical situationaudience, purpose, etc.

Wrote on board to confirm student responses (students werent writing, though, so consider how to have them work when you do)
o
guided practice--work with teacher, partner, small groups (ex. think-pair-share)
quick pair work doing same task that was modeled but with new textsvery smart!
o
independent practice--students working independently on X
the HW assignment did just this! See my notes in observation for ideas to consider
o
closure--a way to end the class
hashtag activity was cool, but hadnt talked about what a hashtag does/its purpose. Might do for next lesson?
o
Assessmenthow do you know students did what you wanted/learned what you wanted?
I think through observation, but you had several things you could have collectedthe worksheet during partner work, the hashtags, etc.
o
professionalismappearance, rapport, tone of voice, preparedness, etc.
o
o
o

well-dressed
work on smiling and more enthusiasm in your voice (might just be nerves at first)
you were clearly prepared and ready to provide great instruction!

Started 10:29
-

Ok, weve been talking aboutmentioned the issues weve chosen (might have been good to just give us an issue to use as an example since we didnt
really do this)

Free-writing into the day (talking fast )

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Writing with students (great habit to see already happening!)

10:33: ok start wrapping things up (add a little enthusiasm)

PPTback in time set upexamining social media (cool trick!)
-

anti-slavery poster, can anyone read it?

What do you notice? students respond, you ask follow up questions
Moves to modern human trafficking visual ad
how does this look different?
lets jot down a few thoughts on this begins writing on the board, two chartsold/new
Asks questions about writer/creatorstudents respond, audience, purpose, context (You are doing a great job of getting at the rhetorical situation)
Moves to new ad and makes connections b/w old, new ads (great to make this connection)
Discussed the norm of each time period and their approach to delivering the message/point (you are writing, should we be too? What should students
be doing as you are working us through this direct instruction, Q&A time, modeling time?)

10:42: divide into groups, not taking it up for a grade, dont have to write down (why not? Could be good formative assessment maybe)
-

two postersleft side is easy to read, right was harder to see (might need to be a handout? I like how you are walking around and talking to students)

10:45: not doing to do next b/c of time

-

writing out of the dayhashtags in 60

parallels b/w modern and past methods
HW: follow one organization for issue on social media platforms; I know you all have (be careful, not all might have this)
o

Gives handout and asks us to take notes and answer questions on worksheet

10:49 ends (imagine a bell rings)

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Overall grade: 96, I am super impressed with your level of preparedness and teacher traits you demonstrate at such a early stage of your career.
Keep up the great work!

Teaching Demo 2
Overview: Each lesson demo will be assessed based on the following rubric. Note that the goals of these demonstrations of your chosen lessons
are developing a welcoming and engaging learning environment, incorporating textual references/displaying subject knowledge, and reflecting on
teaching in order to justify potential changes. Each demonstration will require a written reflection, but one demonstration will be recorded and
reflection written based on the video as well. Text representing key differences between adjacent score levels is shown in bold. Evidence that does
not meet Level 1 criteria is scored at Level 1. Level/Grade Equivalents: Level 5 is 94-100, Level 1 is 69 or below. In addition, students may earn
up to a level/letter-grade higher for participating in all aspects of the process work required for preparing teaching demonstrations.
Rubric 1: Engaging Students in Learning

Level 1

Level 2

Level 3

Level 4

Level 5

During teaching demo,

students are participating
in tasks that are vaguely
or superficially related to
the central focus.

During teaching demo,

students are participating
in learning tasks or
activities primarily
focused solely on literal
comprehension of text
with little attention to
developing interpretive
skills.

During demo, students are

engaged in learning tasks
that address their abilities
to construct meaning from
and interpret a complex
text.

During demo, students are

engaged in learning tasks
that develop their abilities
to construct meaning from
and interpret a complex
text.

During demo, students are

engaged in learning tasks
that deepen and extend
their development of deep
understandings of strategies
to construct meaning from
and interpret a complex
text.

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

There is little or no
evidence that the
candidate links students
prior academic learning
or personal, cultural, or
community assets with
new learning.

Candidate makes vague or

superficial links between
prior academic learning and
new learning.

Candidate links prior

academic learning to new
learning.

Candidate links both prior

academic learning and
personal, cultural, or
community assets to new
learning.

Candidate prompts
students to link prior
academic learning and
personal, cultural, or
community assets to new
learning.

Rubric 2: Deepen Student Understanding

Level 1

Level 2

Level 3

Level 4

Level 5

The candidate does most

of the talking, and
students provide few
responses.

Candidate primarily asks

surface-level questions
and evaluates student
responses as correct or
incorrect.

Candidate elicits student

responses related to
constructing meaning from
and interpreting complex
text.

Candidate elicits and

builds on students
responses to develop
constructions of meaning
and interpretations of
complex text.

Candidate facilitates
interactions among
students so they can
evaluate their own
abilities to apply strategies
for constructing meaning
and interpreting complex
text.

OR

Candidate responses
include significant content
inaccuracies that will lead
to student
misunderstandings.

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Additional comments:

opening--a way to begin the class

gives review from previous class and we WID
o
review/prior knowledge--touching base with prior knowledge, check for understanding from previous day
see notes
o
direct instruction--modeling, lecture, discussion, what else?
History of hashtag, advantages/disadvantages discussion
o
guided practice--work with teacher, partner, small groups (ex. think-pair-share)
worked with partner to look at 4 different hashtags and discussed rhetorical elements
o
independent practice--students working independently on X
think of our own hashtagsadvantages/disadvantages and exit ticket
o
closure--a way to end the class
exit ticket
o
assessmenthow did you know students met the goals you had for the lesson?
Is exit ticket serving as this?
o
professionalismappearance, rapport, tone of voice, preparedness, etc.
o
o

Great enthusiasm and clearly prepared. I noticed the effort to give this in this lesson
Very stylish! Be aware that for a job interview or when teaching at a high school, the dress codes/expectations might view the lace top with
strappy tank under as the type of person/teacher that does not match who you are at all. I say this to make you aware, not to put you down or
make you feel bad about how you dressed today. This in no way affected your grade!

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

Observation Notes:
10:57: Gives review about how ended last class, where we are in our social justice project
10:58: WID (good recoverytotally normal ) What do we think is the purpose of the hashtag? (writing with us, great to see as always!)
11:00: Discussing history of hashtag, we respond and ask questions (have you listened to this podcast?
http://99percentinvisible.org/episode/octothorpe/)
11:05: Take out some paper and talk through advantages and disadvantages of the hashtag (should this just be in our daybook? An easy way to
keep it all together)
11:07: You ask questions and get us adding to our conversation and advantages/disadvantages (how are you feeling about the side conversations
from students while you are talking?)
11:12: We discuss and relate your questions to social justice issues and you explain that we are using this discussion to help us explore how these
trends can be seen as real activism or not, and you share the idea of slacktivism (got our attention with this! Cool moment!)
11:13: If we are coming up with a hashtag we have to consider these advantages/disadvantages, our choice of words we put together, etc. Ask us to
jot down some ideas for hashtags at this point. Gives us a list of options for topics (smart!)
11:16: Finish up our thought (might need more time for high schoolers, but I get the crunch for us); now we are going to look at the top 10
hashtags and our thoughts; ask us the purpose of the hashtag (confirming and extending our responsesgood job corralling us when we strayed,
etc. Should we add this to our list of advantages/disadvantages? Helped us to see how hashtags get flipped or reappropriated)
11:28: In groups, partner up and look at 4 different hashtags, quickly write down who we think the author is, audience, purpose, and context
11:30: We discuss our thoughts on the hashtags after working in groups
11:35: you move us to consider the rhetorical elements (maybe asks us what we are realizing about how audience affects the hashtag, context, and
other things we wear thinking about as we create these.

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

Rubric for Teaching Demonstrations in ENGL 483 Teaching of Writing

11:35: ask us to create an exit ticket, lots of instructions but written as well (helpful; wondered why you didnt want names? This might be an easy
way to do formative assessment for each student, but I can see doing either and addressing as a group the next day)
Overall Grade: 98 Great job taking a seemingly small text like a hashtag and helping us explore their meaning, their rhetorical function, etc. and
then work to apply these same understandings to our hashtags for our assignment. You had the room buzzing! I saw minor things that you can
continue to work on, like corralling the group when they strayed or had side conversations, but these are not expectations I have for any teacher at
this stage in their career/education. Keep up the great work!

Copyright 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved.