Pedagogical Analysis Rubric
This rubric was adapted from material provided by Dr. Paul Stuhr - My favorite professor, a consummate professional, and one of the best Physical Education professionals in the country!
Strives for 100% activity, reduces wait-time, organized (increases instructional time by practicing effective management)
Shares standards, objectives & agenda for the day
(i.e., what will happen during the lesson, why, & when - (the agenda is especially critical for students on the spectrum)
States the critical elements of the techniques in lesson (creates infrastructure for success)
(ASKS STUDENTS QUESTIONS TO CHECK FOR UNDERSTANDING REGARDING THE CRITICAL ELEMENTS - INFUSE INQUIRY BASED LEARNING MODEL)
Identifies when this type of technique should be used during game play and/or during life outside of school
Demonstrates techniques and addresses common errors
(DEMONSTRATIONS SHOULD BE FROM MULTIPLE ANGLES AND VANTAGE POINTS – I.E. FRONT AND SIDE)
Has all students perform the techniques and observes performances
Identifies and explains what was done correctly for each student regarding the technique
Uses proper drills to help all students with techniques within the focus area
Demonstrates proper suggestions to correct the error(s) and increase performance (i.e., POSITIVE - specific feedback)
Allows students to practice the proper drills to correct the error(s) and increase performance
Uses voice as a valuable tool while exhibiting enthusiasm & encouragement
Demonstrates professional appearance
Calls across space and stops activity to point out a student that is performing the drill/activity correctly
Checks students understanding of all explanations (i.e. objectives, critical elements, verbal directions and explanations) by asking questions to prompt student responses and focus
Constantly walks the perimeter of the class so as not to be stationary and predictable (management technique)
Has multiple extensions prepared for class/unit that can be utilized in case lesson plan isn’t long enough or isn’t working well
Constantly practices REFLECTIVE TEACHING
Knows students and has equitable modifications prepared for students with special needs
Employs SDAIE strategies to promote informational access for all
Delivers instruction using techniques geared towards addressing visual, auditory, and kinesthetic learning styles
Addresses the Common Core Standards effectively
(this includes think-pair-shares, group discussions infused with academic language and content specific terms, quick writes, critical thinking strategy sessions, and information dissemination)
Utilizes initial, formative, and summative assessments
Clearly states, and maintains high standards for academic progress
Acts in accordance with state, district, and school guidelines
Practices effective documentation
REMEMBER – ABILITY LEVEL IS NOT BASED ON AGE! ASSESS YOUR STUDENT’S ABILITY LEVEL AND TEACH TO IT, WHILE HOLDING THEM TO HIGH STANDARDS AND PERFORMANCE EXPECTATIONS
This rubric was adapted from material provided by Dr. Paul Stuhr - My favorite professor, a consummate professional, and one of the best Physical Education professionals in the country!
Strives for 100% activity, reduces wait-time, organized (increases instructional time by practicing effective management)
Shares standards, objectives & agenda for the day
(i.e., what will happen during the lesson, why, & when - (the agenda is especially critical for students on the spectrum)
States the critical elements of the techniques in lesson (creates infrastructure for success)
(ASKS STUDENTS QUESTIONS TO CHECK FOR UNDERSTANDING REGARDING THE CRITICAL ELEMENTS - INFUSE INQUIRY BASED LEARNING MODEL)
Identifies when this type of technique should be used during game play and/or during life outside of school
Demonstrates techniques and addresses common errors
(DEMONSTRATIONS SHOULD BE FROM MULTIPLE ANGLES AND VANTAGE POINTS – I.E. FRONT AND SIDE)
Has all students perform the techniques and observes performances
Identifies and explains what was done correctly for each student regarding the technique
Uses proper drills to help all students with techniques within the focus area
Demonstrates proper suggestions to correct the error(s) and increase performance (i.e., POSITIVE - specific feedback)
Allows students to practice the proper drills to correct the error(s) and increase performance
Uses voice as a valuable tool while exhibiting enthusiasm & encouragement
Demonstrates professional appearance
Calls across space and stops activity to point out a student that is performing the drill/activity correctly
Checks students understanding of all explanations (i.e. objectives, critical elements, verbal directions and explanations) by asking questions to prompt student responses and focus
Constantly walks the perimeter of the class so as not to be stationary and predictable (management technique)
Has multiple extensions prepared for class/unit that can be utilized in case lesson plan isn’t long enough or isn’t working well
Constantly practices REFLECTIVE TEACHING
Knows students and has equitable modifications prepared for students with special needs
Employs SDAIE strategies to promote informational access for all
Delivers instruction using techniques geared towards addressing visual, auditory, and kinesthetic learning styles
Addresses the Common Core Standards effectively
(this includes think-pair-shares, group discussions infused with academic language and content specific terms, quick writes, critical thinking strategy sessions, and information dissemination)
Utilizes initial, formative, and summative assessments
Clearly states, and maintains high standards for academic progress
Acts in accordance with state, district, and school guidelines
Practices effective documentation
REMEMBER – ABILITY LEVEL IS NOT BASED ON AGE! ASSESS YOUR STUDENT’S ABILITY LEVEL AND TEACH TO IT, WHILE HOLDING THEM TO HIGH STANDARDS AND PERFORMANCE EXPECTATIONS