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Copy of Performance Task #1--Instru 
Copy of Performance Task #1--Instru
Students in the Seminar in Elementary Curriculum will prepare and teach a lesson based on a skill in which they are proficient.
Rubric Code: B23W98
By malia_shimomura
Ready to use
Public Rubric
Subject: (General)  
Type: Presentation  
Grade Levels: (none)

Powered by iRubric Instructional Activity
In this first performance task, students will prepare and teach a lesson based on a skill in which they are proficient.
  Below Basic

Denotes below average understanding and demonstration of skills. This represents work that falls below the acceptable standard.

1 pts

Basic

Denotes average understanding and demonstration of skills. This represents work that is in need of improvement.

2 pts

Proficient

Denotes considerable understanding and demonstration of skills. This represents work that is above average and a learner who has a clear understanding of the criteria assessed.

3 pts

Advanced

Denotes a distinctive, outstanding understanding and demonstration of skills. This represents work that is significantly above average and a learner who show exceptional achievement.

4 pts

Prerequisite Skills
20 %

Select a skill that you can perform proficiently. Identify all prerequisite skills required to perform the skill at a level of proficiency. Backward map the skills from the level of proficiency to an introductory level.
Below Basic

Little to no effort has been made to identify and communicate prerequisite skills. There is no apparent understanding on the part of the teacher as to how those skills progress from an introductory level to a level of proficiency.
Basic

Some prerequisite skills have been identified and communicated, but many have not been addressed. Gaps in understanding exist on the part of the teacher as to how those skills progress from an introductory level to a level of proficiency.
Proficient

Prerequisite skills have been identified and communicated effectively. There is a clear understanding on the part of the teacher as to how those skills progress from an introductory level to a level of proficiency. This has been clearly demonstrated throughout the learning process.
Advanced

An exceptional effort was made to identify and communicate prerequisite skills. The teacher not only demonstrates a clear understanding as to how those skills progress from an introductory level to a level of proficiency, but use this understanding to meet the varied needs of the learners.
Assessment
20 %

Design an assessment that you will use to identify the performance level of the class. Use this to develop accommodations for varying levels of instruction.
Below Basic

Either no assessment was developed or the assessment does not adequately evaluate the performance level of the class. There is little to no evidence that the teacher accommodated for the varying levels of the learners.
Basic

An assessment was developed but lacks the components to adequately evaluate the performance level of the class. The teacher accommodated for the varying levels of the some but not all of the learners.
Proficient

The assessment adequately evaluated the performance level of the class. The teacher accommodated for the varying levels of the learners in an effective and efficient manner.
Advanced

The assessment was outstanding and provided exceptional, immediate feedback as to the performance level of the class. The teacher used proactive as well as reactive methods to accommodate for the varying levels of the learners.
Lesson Plan
20 %

Develop a lesson plan to be used to teach the skill to your classmates. Include the lesson Essential Question, the essential vocabulary, the instructional strategy you will use to teach and an assessment you will use to evaluate the proficiency of your class.
Below Basic

Either no lesson plan was developed or the lesson plan lacked the required elements (essential question, essential vocabulary, instructional strategy, and assessment).
Basic

A lesson plan was developed but did not include all of the required elements (essential question, essential vocabulary, instructional strategy, and assessment). The lesson plan was followed sporadically.
Proficient

A lesson plan was developed and included all of the required elements (essential question, essential vocabulary, instructional strategy, and assessment). The teacher followed the lesson plan.
Advanced

A lesson plan was developed and included all of the required elements (essential question, essential vocabulary, instructional strategy, and assessment). The teacher followed the lesson plan, but did not rely on it in his/her delivery.
Delivery
20 %

Using the lesson plan, teach the lesson to your classmates. Use the assessment to evaluate their level of understanding.
Below Basic

There was no continuity, logical sequence or organization in the delivery of the lesson. Either no assessment was used or the assessment did not clearly assess the students' level of understanding.
Basic

The lesson delivery was lacking in continuity, logical sequence and/or organization. The assessment did not provide for an adequate assessment of the students' level of understanding.
Proficient

The lesson delivery possessed continuity, logical sequence and organization, although one or more area may need attention. The assessment adequately assessed the students' level of understanding.
Advanced

The delivery of this lesson was exceptional, possessing continuity, logical sequence and organization. The assessment provided a clear and immediate assessment of students' level of understandin.
Reflection
20 %

Reflect on the efficacy of your plan and your instruction. Identify areas of strength and weakness in the plan or identification of required prerequisite skills. Include feedback from your students in the reflection process. Explain how you would use these reflections to adjust your lesson when you teach it again.
Below Basic

Either the teacher did not adequately reflect on his/her lesson or the reflection did not address the required components.
Basic

The reflection was evident but did not sufficiently address all of the required components. It did not present a clear picture of the teacher's ability to self-evaluate.
Proficient

The reflection was insightful and sufficiently addressed all of the required components. It presented a clear picture of the teacher's ability to self-evaluate.
Advanced

The reflection was distinctive and addressed all of the required components in a clear and concise manner. The teacher displayed an exceptional ability to self-evaluate.



Keywords:
  • teaching; elementary; curriculum; prerequisite skills

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