Lesson Rubric

PHY 312 -- Teaching Physics from the Historical Perspective
Illinois State University Physics Department
Physics Teacher Education Program
Carl J. Wenning, Program Coordinator

Course Objective Assessed:

(1) The student will teach from the historical perspective one 50-minute physics lessons that employs an inquiry-oriented approach, that are appealing to and age-appropriate for secondary school learners, and perform a follow-up self assessment.

Discussion Leader: ________________________________ Peer Evaluator: ____________________________________

Standard

Excellent (4 pts)

Good (3 pts)

Fair (2 pts)

Poor /Unacc (1-0 )

Score

The following rubrics relate to the history component of the lesson:

A. Learner observes demonstration or participates in lab activity of historical significance. Learner engaged in historically important activity in such a way that need for an explanation is clearly evident. Learner engaged in relevant activity in such a way that need for an explanation is clearly evident. Learner poorly engaged in relevant activity in such a way that need for an explanation is clearly evident. Learner poorly engaged in activity or activity of no historical significance or relevance.

The following rubrics relate to the inquiry component of the lesson:

B. Learner engages in finding answers to a scientifically- oriented focus question. Learner designs and conducts an experiment to create scientific knowledge from an analysis of data. Learner follows directions provided by instructor to create scientific knowledge from an analysis of data. Learner follows directions provided by instructor to verify information previously provided by instructor. Learner merely responds (by rote) to a series of questions posed by instructor.

C.
Learner engages in inquiry-oriented classroom discourse. Learner leads and dominates classroom discourse that clearly focuses on scientific- ally oriented questions. Learner involved in classroom discussion but has to be regularly mentored by instructor to do so. Learner somewhat disengaged from scientific discourse related to discussion. Learner unengaged in scientific discourse related to discussion.

D.
Learner gives priority to evidence in responding to questions. Learner determines what constitutes evidence and collects it. Learner directed to
collect certain data. Learner given data and asked to analyze. Learner given data and told how to analyze.

E.
Learner formulates explanation from evidence. Learner formulates explanation after summarizing evidence. Learner guided in process of formulating explanations from evidence. Learner given possible ways to use evidence to formulate explanation. Learner provided with evidence.

F.
Learner makes a connection between proposed explanation and established scientific knowledge. Learner enunicates examples of application of knowledge derived from lesson. Learner hears about examples of application of knowledge derived from lesson. Learner asked to think about applications of knowledge derived from lesson. Learner not requested or required to consider application of knowledge derived from lesson.

G.
Learner communicates and justifies proposed explanations. Learner forms reasonable and logical argument to communicate explanations. Learner coached in development of communication. Learner provided broad guidelines to use to sharpen communication. Learner given steps and procedures for communication.

Adapted from Essential Features of Classroom Inquiry (Table 2.6 of Inquiry & NSES.) See Chapter 2 of Inquiry & NSES for complete details.)

Return to PHY 312 Syllabus

Return to PHY 312 Student Tasks/Assignments

	Standard	Excellent (4 pts)	Good (3 pts)	Fair (2 pts)	Poor /Unacc (1-0 )	Score
The following rubrics relate to the history component of the lesson:
A.	*Learner observes demonstration* or participates in lab activity of historical significance.**	Learner engaged in historically important activity in such a way that need for an explanation is clearly evident.	Learner engaged in relevant activity in such a way that need for an explanation is clearly evident.	Learner poorly engaged in relevant activity in such a way that need for an explanation is clearly evident.	Learner poorly engaged in activity or activity of no historical significance or relevance.
The following rubrics relate to the inquiry component of the lesson:
B.	Learner engages in finding answers to a scientifically- oriented focus question.	Learner designs and conducts an experiment to create scientific knowledge from an analysis of data.	Learner follows directions provided by instructor to create scientific knowledge from an analysis of data.	Learner follows directions provided by instructor to verify information previously provided by instructor.	Learner merely responds (by rote) to a series of questions posed by instructor.
C.	Learner engages in inquiry-oriented classroom discourse.	Learner leads and dominates classroom discourse that clearly focuses on scientific- ally oriented questions.	Learner involved in classroom discussion but has to be regularly mentored by instructor to do so.	Learner somewhat disengaged from scientific discourse related to discussion.	Learner unengaged in scientific discourse related to discussion.
D.	*Learner gives priority to evidence* in responding to questions.**	Learner determines what constitutes evidence and collects it.	Learner directed to collect certain data.	Learner given data and asked to analyze.	Learner given data and told how to analyze.
E.	*Learner formulates explanation* from evidence.**	Learner formulates explanation after summarizing evidence.	Learner guided in process of formulating explanations from evidence.	Learner given possible ways to use evidence to formulate explanation.	Learner provided with evidence.
F.	*Learner makes a connection* between proposed explanation and established scientific knowledge.**	Learner enunicates examples of application of knowledge derived from lesson.	Learner hears about examples of application of knowledge derived from lesson.	Learner asked to think about applications of knowledge derived from lesson.	Learner not requested or required to consider application of knowledge derived from lesson.
G.	*Learner communicates* and justifies proposed explanations.**	Learner forms reasonable and logical argument to communicate explanations.	Learner coached in development of communication.	Learner provided broad guidelines to use to sharpen communication.	Learner given steps and procedures for communication.