Rubric for Expository Lessons ELED6803

	Not evident, indistinguishable, or not appropriate	Evident and appropriate	More than ample	Rating
Topic of lesson seems relevant to pupil’s mental age; appropriate vocabulary for MA. LD^1 1, 2, 3, 5; PW^2 A1, A2, A3, B3, C1; ISTE^3 2A, 3B.
Content sequenced for optimal opportunities for learning LD 2, 3, 5; PW A2, A3, A4, B3, C1, C2; ISTE 2A, 2B, 3A, 3B, 3D
Visual aids support content LD1, 2, 3; PW A3, A4, B1, B2, C2, C3, C5; ISTE 1A, 1B, 2A, 2B, 2C, #B, 3C, 3D
Concept teaching—sufficient quantity of examples and nonexamples LD1, 2, 3, 4, 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
Repetition—variety and intrinsic interest of –rehearsal strategies (same as above)
Stimulus variation, vocal, visual, and kinesthetic LD2, 3; PW C1, C2, C3
Handouts or manipulatives LD 3; ISTE 2A, 2B, 2C
Management of attention span especially during input portion of lesson LD1, 2, 3, 5; PW B1, B2, B3, B4, B5, C2, C4, C5
Lesson design, including closure LD1, 2, 3, 5; PW A4, A5, C4, C5; ISTE 3B, 3D.
Flander’s profile matches expository intent—5s for no more than about 5 minutes followed by hands-on activities; has several minutes of “dwell” time for repetition; 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.