Directed Instruction Lesson Plan Rubric

Name
Grade Level
X = no Check = yes

Knowledge Concept (0-5-10)

Concepts are not related to the knowledge content.

Concepts are written as instructional objectives.

Concepts are written as descriptions of activities.

Concepts are not developmentally appropriate.

Concepts are very basic facts.

Concepts are mental images

Concepts are appropriate for the age of student.

Concepts are appropriate for the activity.

Concepts are powerful in that they are easy to generalize to other situations or problems.

Concepts are accurate.

Supporting Information (0-5-10)

Written as objectives.

Not necessary for conceptualization of concept.

Is prior knowledge.

Includes necessary supporting information to conceptualize the concept, however is missing essential information (usually less than 4 for simple concepts).

Includes a list of concepts or facts needed for the construction of the concept.

Includes the necessary supporting information to conceptualize the concept (usually about 5 for simple concepts)

Misconceptions (0-5-10)

 

Identified ideas related to the concept.

Listed only opposites or what is not.

Are concepts that could be created, by not using the supporting information or by using some or all of the supporting information, in an attempt to explain the exploration or the relationship of the supporting information.

Assessment (0-5-10)

Assessment missing or

Asks the students to summarize something about the activity in which they have participated.

Assess for generalization is not included.

Diagnostic assessment

Assessment for conceptualization.

Assessment for generalization of concept.

 

Materials (0-5-10)

   

List is comprehensive.

Activity (0-5-10)

Activity overview missing.

Activity not appropriate for the concept.

Taxonomy missing.

 

Activity overview/objective includes at least who, what, and how.

Concepts match the activity.

Are developmentally appropriate for the age of students selected (preoperational K-2, concrete 2-6).

Should motivate students to be engaged in the activity and develop positive attitudes (or dispositions) to continue to learn about the concepts or use the concepts.

The level of Bloom's Taxonomy is labeled and when possible a high level of student involvement has been selected.

Are designed with a variety of interactions for the students.

Procedure (0-10-20)

Simple outline.

Written description of activities.

Charts, diagrams, activity descriptions are referred to but procedure is incomplete or missing.

Information about student grouping, transitions, or possible suggested results from discourse are missing.

Focus the student's attention on sufficient supporting information to conceptualize the concept.

Include other concepts as appropriate (processes...).

Move from the concrete, to semi-concrete, to the abstract as appropriate.

Include enough detailed information that a substitute teacher would understand how to teach the lesson.

Are designed to motivate or keep students engaged.

Have a majority of interactions as indirect interactions.

Include graphic representations as possible.

Empowers students to become life-long learners. Students asked to lead discussions, formulate ideas, design visuals, generate ideas for discovery activities, and discussion of metacognition.

References worksheets or prepared charts, etc. in the text or in an appendix.

Directed Instruction (0-15-30)

Some of the eight parts are not identified.

Instructional strategies are not conducive for learning.

 

Instructional strategies are conducive for learning.

All eight parts of directed instruction are correctly identified.

Anticipatory Set

Objective Purpose

Instructional Input

Modeling

Check for Understanding

Guided Practice

Independent Practice

Closure

Dr. Robert Sweetland's Notes ©