Unit Introduction Rubric

PHY 312 -- Teaching Physics from the Historical Perspective (Inquiry!)
Illinois State University Physics Department
Physics Teacher Education Program
Carl J. Wenning, Program Coordinator
Spring Semester 2005

Teacher: ________________________________ Evaluator: ____________________________________

Standard

Excellent (3 pts)

Good (2 pts)

Fair (1 pt)

Poor /Unaccept (0 )

Score

A.
Teacher states learning objectives. Learning objectives are clearly stated and lesson flows from these objectives that clearly show expectation for future learning. Learning objectives are clearly and accurately stated, but lesson activities are not well aligned. Learning objectives are stated more or less as goals; no student performance indicated. Learning objectives are not stated or stated in such a way as to be essentially useless to learners.

B.
Teacher demonstrates a thorough understanding of the subject matter. Demonstrates clear
understanding of principle or concept involved; accurately relates concept to demonstration. Exhibits only slightly
limited understanding or
principle demonstrated;
minor inaccuracies in
relating demonstration. Exhibits somewhat limited understanding or principle demonstrated; minor
inaccuracies in relating
demonstration. Lacks an understanding of the principle or concept demonstrated;
inaccurately relates
demonstration of principle
or concept.

C. Teacher introduces unit topic in an interesting fashion. Wow! That's neat! Topic suspensfully presented. Possibly a number of things never saw or knew about. Good, but not as exciting as it might have been; one or two amusing or new things. Okay, but pretty much run of the mill delivery; I've heard it all before. Boring! I just about fell asleep and off my chair.

D.
Teacher engages students in learning activities. Students thoroughly
engaged by demos,
discussion & participation. Students pay attention and even participate, but are not intellectually engaged. Students lose attention; inconsistent intellectual & physical engagement. Students not mentally or
physically engaged in
demonstration.

E.
Teacher incorporates students' prior learning. Strong effort to bridge old information or prior experiences with new information; many questions about how prior learning relates to new topic. Moderate effort to bridge old information or prior experiences with new information; a few questions about how prior learning relates to new topic. Effort to bridge old information or prior experiences with new information; very few questions about how prior learning relates to new topic. No effort made to bridge old information or prior experiences with new information.

F.
Teacher relates topic to everyday phenomena providing rationale for study of topic. Relates topic to every day phenomena by asking students about connections; strives to help students understand the worth of studying the topic. Relates topic to every day phenomena by telling students about connections; puts forth modest amount of effort to help students understand the worth of studying the topic. Relates topic to every day phenomena by informing students that connections exist; put for little effort to help students understand the worth of studying the topic. No effort made to show relationship of every day phenomena to topic being introduced; makes no effort whatsoever to show the relevance of unit topic.

G.
Teacher makes use of suitable demonstrations. Demonstrations are pertinent, clear, visible, simple, safe, repeated as necessary, etc. Pertinent, clear, visible, simple, safe, repeated as necessary, etc., but minor problems with execution. Pertinent, clear, visible, simple, safe, repeated as necessary, etc. but major problems with execution. Demonstrations irrelevant and/or a complete disaster.

H.
Teacher adequately addresses identified student pre-conceptions. Identifies, confronts, and resolves major pre-conceptions know to be associated with subject matter at hand. Identifies and confronts major pre-conception but does a poor job of resolving them. Identifies but fails to confront and resolve major pre-conceptions. Makes no attempt to identify, confront, or resolve pre-conceptions; major pre-conceptions not addressed in any way.

I.
Teacher uses appropriate questioning strategies. Uses wide variety of questions, states questions with precision, uses appropriate wait time, selects broadly from among students, reflects or otherwise responds to student input, etc. Does a pretty good job with questions, but has one or two identifiable problems with procedures listed at left. Does a pretty good job with questions, but has three or four identifiable problems with procedures listed at left. Does a pretty good job with questions, but has identifiable problems with most or all of the procedures listed at left.

J.
Teacher attempts to determine if stated objectives have been achieved. Assesses student understanding
by constant,
thought-provoking questioning in relation to stated learning objectives. Does complete job of
assessing student
understanding, but does so only at end; questions are related to stated learning objectives. Does incomplete job of assessing student understanding,
or assesses only
at end; assessment only weakly related to stated learning objectives. Makes no attempt to
assess understanding of intended student learning.

Copyright 2005 Illinois State University Physics Teacher Education Program

Note: Score will be normalized to reflect appropriate weighting in course grade assignment.
TOTAL POINTS:

Return to PHY 312 Syllabus

Return to PHY 312 Student Tasks/Assignments

	Standard	Excellent (3 pts)	Good (2 pts)	Fair (1 pt)	Poor /Unaccept (0 )	Score
A.	Teacher states learning objectives.	Learning objectives are clearly stated and lesson flows from these objectives that clearly show expectation for future learning.	Learning objectives are clearly and accurately stated, but lesson activities are not well aligned.	Learning objectives are stated more or less as goals; no student performance indicated.	Learning objectives are not stated or stated in such a way as to be essentially useless to learners.
B.	Teacher demonstrates a thorough understanding of the subject matter.	Demonstrates clear understanding of principle or concept involved; accurately relates concept to demonstration.	Exhibits only slightly limited understanding or principle demonstrated; minor inaccuracies in relating demonstration.	Exhibits somewhat limited understanding or principle demonstrated; minor inaccuracies in relating demonstration.	Lacks an understanding of the principle or concept demonstrated; inaccurately relates demonstration of principle or concept.
C.	Teacher introduces unit topic in an interesting fashion.	Wow! That's neat! Topic suspensfully presented. Possibly a number of things never saw or knew about.	Good, but not as exciting as it might have been; one or two amusing or new things.	Okay, but pretty much run of the mill delivery; I've heard it all before.	Boring! I just about fell asleep and off my chair.
D.	Teacher engages students in learning activities.	Students thoroughly engaged by demos, discussion & participation.	Students pay attention and even participate, but are not intellectually engaged.	Students lose attention; inconsistent intellectual & physical engagement.	Students not mentally or physically engaged in demonstration.
E.	Teacher incorporates students' prior learning.	Strong effort to bridge old information or prior experiences with new information; many questions about how prior learning relates to new topic.	Moderate effort to bridge old information or prior experiences with new information; a few questions about how prior learning relates to new topic.	Effort to bridge old information or prior experiences with new information; very few questions about how prior learning relates to new topic.	No effort made to bridge old information or prior experiences with new information.
F.	Teacher relates topic to everyday phenomena providing rationale for study of topic.	Relates topic to every day phenomena by asking students about connections; strives to help students understand the worth of studying the topic.	Relates topic to every day phenomena by telling students about connections; puts forth modest amount of effort to help students understand the worth of studying the topic.	Relates topic to every day phenomena by informing students that connections exist; put for little effort to help students understand the worth of studying the topic.	No effort made to show relationship of every day phenomena to topic being introduced; makes no effort whatsoever to show the relevance of unit topic.
G.	Teacher makes use of suitable demonstrations.	Demonstrations are pertinent, clear, visible, simple, safe, repeated as necessary, etc.	Pertinent, clear, visible, simple, safe, repeated as necessary, etc., but minor problems with execution.	Pertinent, clear, visible, simple, safe, repeated as necessary, etc. but major problems with execution.	Demonstrations irrelevant and/or a complete disaster.
H.	Teacher adequately addresses identified student pre-conceptions.	Identifies, confronts, and resolves major pre-conceptions know to be associated with subject matter at hand.	Identifies and confronts major pre-conception but does a poor job of resolving them.	Identifies but fails to confront and resolve major pre-conceptions.	Makes no attempt to identify, confront, or resolve pre-conceptions; major pre-conceptions not addressed in any way.
I.	Teacher uses appropriate questioning strategies.	Uses wide variety of questions, states questions with precision, uses appropriate wait time, selects broadly from among students, reflects or otherwise responds to student input, etc.	Does a pretty good job with questions, but has one or two identifiable problems with procedures listed at left.	Does a pretty good job with questions, but has three or four identifiable problems with procedures listed at left.	Does a pretty good job with questions, but has identifiable problems with most or all of the procedures listed at left.
J.	Teacher attempts to determine if stated objectives have been achieved.	Assesses student understanding by constant, thought-provoking questioning in relation to stated learning objectives.	Does complete job of assessing student understanding, but does so only at end; questions are related to stated learning objectives.	Does incomplete job of assessing student understanding, or assesses only at end; assessment only weakly related to stated learning objectives.	Makes no attempt to assess understanding of intended student learning.
Copyright 2005 Illinois State University Physics Teacher Education Program Note: Score will be normalized to reflect appropriate weighting in course grade assignment.					TOTAL POINTS: