covered in the covered in the covered in the design. design. design. Accurate Teacher’s use of Teacher’s use of Teacher’s use of 3 Representation of content contains content is mostly content appears to Content numerous accurate according be accurate and of inaccuracies. to the national high integrity GP 1 Content seems to and/or state according to the be viewed more as standards national and/or isolated skills and articulated in state standards facts rather than as lessons. Shows articulated in part of a larger some awareness lessons. Focus of conceptual and assessment of the content and structure. the big ideas or assessment is structure of the congruent with the discipline. big ideas or structure of the discipline. Lesson and Unit The lessons within The lessons within All lessons within 3 Structure the unit are not the unit have some the unit are logically organized logical organization logically organized organization in and appear to be and connected and relationship to the useful in moving useful in moving unit objectives students toward students toward (e.g., sequenced). achieving the unit’s achieving the learning objectives. learning objectives as articulated in the unit plans. Use of a Variety Little variety of Majority of lessons Comprehensive 2 of Instruction, instruction, demonstrate variety variety and Activities, activities, in instruction, alignment across assignments, and activities, instruction, Assignments and resources related to assignments, or activities, Resources the unit objectives. resources related to assignments, and/or reliance on the unit objectives resources. This GP 4 textbook or single and assessments. variety makes a DP 4 clear contribution to learning in
covered in the design. covered in the design. covered in the design. Accurate Representation of Content GP 1 Teacher’s use of content contains numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure. Teacher’s use of content is mostly accurate according to the national and/or state standards articulated in lessons. Shows some awareness and assessment of the big ideas or structure of the discipline. Teacher’s use of content appears to be accurate and of high integrity according to the national and/or state standards articulated in lessons. Focus of the content and assessment is congruent with the big ideas or structure of the discipline. 3 Lesson and Unit Structure The lessons within the unit are not logically organized organization in relationship to the unit objectives (e.g., sequenced). The lessons within the unit have some logical organization and appear to be useful in moving students toward achieving the unit’s learning objectives. All lessons within the unit are logically organized and connected and useful in moving students toward achieving the learning objectives as articulated in the unit plans. 3 Use of a Variety of Instruction, Activities, Assignments and Resources GP 4 DP 4 Little variety of instruction, activities, assignments, and resources related to the unit objectives. reliance on textbook or single Majority of lessons demonstrate variety in instruction, activities, assignments, or resources related to the unit objectives and assessments. Comprehensive variety and alignment across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning in 2
tws-minimal-scores-for-elementary-undergraduates.docx