Cátedra 1, methodology II

	A	B	C	D	E
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3	Cátedra 1
4	Methodology II
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7	Teacher Name: Carla Chávez S.
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10	Students: ________________________________________
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12	CATEGORY	4	3	2	1
13	Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
14	Problem-solving	Actively looks for and suggests solutions to problems.	Refines solutions suggested by others.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Does not try to solve problems or help others solve problems. Lets others do the work.
15	Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
16	Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
17	Instruction Goals and Objectives	Instructional goals and objectives are not stated. Learners can not tell what is expected of them. Learners can not determine what they should know and be able to do as a result of learning and instruction.	Instructional goals and objectives are stated but are not easy to understand. Learners are given some information regarding what is expected of them. Learners are not given enough information to determine what they should know and be able to do as a result of learning and instruction.	Instructional goals and objectives are stated. Learners have an understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.	Instructional goals and objectives clearly stated. Learners have a clear understanding of what is expected of them. Learners can determine what they should know and be able to do as a result of learning and instruction.
18	Instructional Strategies	Instructional strategies are missing or strategies used are inappropriate.	Some instructional strategies are appropriate for learning outcome(s). Some strategies are based on a combination of practical experience,theory, research and documented best practice.	Most instructional strategies are appropriate for learning outcome(s). Most strategies are based on a combination of practical experience,theory, research and documented best practice.	Instructional strategies appropriate for learning outcome(s). Strategy based on a combination of practical experience,theory, research and documented best practice.
19	Assessment	Method for assessing student learning and evaluating instruction is missing.	Method for assessing student learning and evaluating instruction is vaguely stated. Assessment is teacher dependent.	Method for assessing student learning and evaluating instruction is present. Can be readily used for expert, peer, and/or self-evaluation.	Method for assessing student learning and evaluating instruction is clearly delineated and authentic. Can be readily used for expert, peer, and/or self-evaluation.
20	Reading comprehension activities	Few of required activities are included.	Some of the required activities are included.	Most of the required activities are included.	All the required activities are included.
21	Listening comprehension activities	Does not meet the number of items presented in the original lesson. Answer key is not provided.	Some items presented in the original lesson are adapted. Part of the answer key is provided.	most items presented in the original lesson are adapted. Most of the answer key is provided	All the items presented in the original lesson are adapted. A complete answer key is provided.
22	Organization and Presentation	Lesson plan is unorganized and not presented in a neat manner.	Lesson plan is organized, but not professionally presented.	Lesson plan is organized and neatly presented.	Complete package presented in well organized and professional fashion.
23	WORD CHOICE/GRAMMAR USAGE	Inadequate Word Choice/ Grammar Usage Rambling, inappropriate, incorrect, unclear Distracting inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb	Minimal Word Choice/ Grammar Usage/Minimal Response. Inadequate, imprecise, repetitive Frequent inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb	Adequate Word Choice/ Grammar Usage. Appropriate, specific Somewhat consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb	Effective Word Choice/ Grammar Usage. Appropriate, precise/concise, clear Mostly consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb
24	MECHANICS	Inadequate Mechanics â€¢ Serious and consistent errors in Punctuation, Capitalization and Spelling â€¢ Impedes understanding/communication	Minimal Mechanics/Minimal Response. Consistent errors in Punctuation, Capitalization and Spelling impedes readability	Adequate Mechanics. Some errors in Punctuation, Capitalization and Spelling. Needs editing but doesn't impede readability	Effective Mechanics. Few errors in Punctuation, Capitalization and Spelling. Needs some editing