Rubric for Demonstration Lessons ELED6803

	Not evident, indistinguishable, or not appropriate	Evident and appropriate	More than ample	Rating
Demonstration is of a topic or task that a child with Developmental Delays would need to know. LD^1 1, 2, 3, 5; PW^2 A1, A2, A3, B3, C1; ISTE^3 2A, 3B.
Set calls attention to relevance and importance of learning. LD 2, 3, 5; PW A2, A3, A4, B3, C1, C2, C3; ISTE 2A, 2B, 3A, 3B, 3D
Prerequisite knowledge “brought forward”, scaffolding done. LD1, 2, 3, 5; PW A1, A2, A3, A4, B1, B2, B3, C1, C2, C3, C5; ISTE 2A, 2B, 2C
Modeling of finish product or behavior LD1, 2, 3, 5; PW C1, C2, C3, C4; ISTE 3C
Repetition—ample amount of—rehearsal strategies LD1, 2, 3; PW C1, C2, C3, C5; ISTE 2A, 2B, 2E, 3A
Attention drawn to salient (relevant) aspects of the model. LD1,2,3,4,5;PW A3,A4,B1,B2,B3,B4,C1,C2,C3,C4,C5.
Stimulus variation, vocal, visual, and kinesthetic LD3; PwB2, B3, B4, B5, C4, C5
Formative evaluation used to monitor acquisition of skill being demonstrated. LD3,4,5; PW A5, B3, B5, C1, C2, C3, C4, C5, D1, D2
Management of attention span especially during input portion of lesson. LD1,2,3; PW C5.
Lesson design, including closure LD1, 2, 3, 5; PW A4, A5, C4, C5; ISTE 3B, 3D.
Flander’s profile matches demonstration intent—5s and 6s for no more than about 5 minutes followed by hands-on activities; only when formative evaluation indicates that students have understood does teacher move on to next segment of instruction. LD1, 2, 3, 4, 5; PW A5, B1, B2, B3, B4, B5, C2, C4, C5; ISTE 2E
Evaluation strategy matches lesson objective and student characteristics LD1, 2, 3, 4, 5; PW A5, B1, B3, C1, C3, C4, C5, D1, D2, D3, D4.