Baseline (0 Inconsistent (1 Consistent (2 Developing (3 points) points) points) points) Learning activities do not reflect Learning activities consider social, Learning activities address the social, Activities and lessons designed at the ▪ ▪ ▪ ▪ social, cognitive, emotional, or cognitive, emotional, and physical cognitive, emotional, and physical social, cognitive, emotional, and physical developmental levels of students; developmental level of students physical developmental of students no evidence of learning theory in Uses learning theories to address theory of learning used in teaching Well developed theory of learning in ▪ ▪ ▪ ▪ teaching activities child/adolescent development. activities all lessons and activities No evidence in lessons of learning Little evidence of learning styles, Lesson design reflects knowledge of Lesson design includes learning styles, ▪ ▪ ▪ ▪ styles, multiple intelligences, and multiple intelligences, and learning styles, multiple intelligences, multiple intelligences, use of prior real experience to enhance learning experience in the planning lessons and experience world experiences to enhance instruction Comments: Standard 3—Curriculum Implementation: (0 (1 (2 (3 Baseline Inconsistent Consistent Developing points) point) points) points) Individual student learning needs are Considers diverse student learning Consistent attention to diverse student Recognizes of diverse learners and ▪ ▪ ▪ ▪ not addressed needs learning need creates effective lessons Lessons do not contain district, state, Lessons contain district, state, and Lessons include learning strategies Lessons developed using differentiated ▪ ▪ ▪ ▪ and national standards national standards from district, and national strategies from district, state, and standards national standards Comments: Standard 4—Critical Thinking: Baseline (0 Inconsistent (1 Consistent (2 Developing (3 points) point) points) points)
Baseline (0 points) ▪ Learning activities do not reflect social, cognitive, emotional, or physical developmental levels ▪ no evidence of learning theory in teaching activities ▪ No evidence in lessons of learning styles, multiple intelligences, and experience to enhance learning Inconsistent (1 points) ▪ Learning activities consider social, cognitive, emotional, and physical of students; ▪ Uses learning theories to address child/adolescent development. ▪ Little evidence of learning styles, multiple intelligences, and experience in the planning lessons Consistent (2 points) ▪ Learning activities address the social, cognitive, emotional, and physical developmental level of students ▪ theory of learning used in teaching activities ▪ Lesson design reflects knowledge of learning styles, multiple intelligences, and experience Developing (3 points) ▪ Activities and lessons designed at the social, cognitive, emotional, and physical developmental of students ▪ Well developed theory of learning in all lessons and activities ▪ Lesson design includes learning styles, multiple intelligences, use of prior real world experiences to enhance instruction Comments: Standard 3—Curriculum Implementation: Baseline (0 points) ▪ Individual student learning needs are not addressed ▪ Lessons do not contain district, state, and national standards Inconsistent (1 point) ▪ Considers diverse student learning needs ▪ Lessons contain district, state, and national standards Consistent (2 points) ▪ Consistent attention to diverse student learning need ▪ Lessons include learning strategies from district, and national standards Developing (3 points) ▪ Recognizes of diverse learners and creates effective lessons ▪ Lessons developed using differentiated strategies from district, state, and national standards Comments: Standard 4—Critical Thinking: Baseline (0 points) Inconsistent (1 point) Consistent (2 points) Developing (3 points)
EDU-461-Evaluation-Revised-Sp-16.docx