Rubric for Individualized Lessons ELED6803
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Not evident, indistinguishable, or not appropriate |
Evident and appropriate |
More than ample |
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Individualized content is on a topic or task that a child with Developmental Delays would need to know. LD1 1,
2, 3, 5; PW2 A1, A2, A3, B3, C1, C5; ISTE3 2A, 3B. |
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Directions about how to work in individualized mode seem clear and unambiguous. “Set it and forget it” characteristics. LD 1, 2, 3, 4, 5;
PW A2, A4, A5, B1, B2, B3, B4, B5, C3, C5, D2; ISTE 2A, 2B, 2C, 3A, 3B, 3C, 3D,
6B, 6C |
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Provision for feedback to students. LD 1, 2, 3, 4, 5,
6; PW A4, A5, B1, B2, B3, B4, B5; C1, C2, C4, C5, D1. D2. |
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Teacher intervenes at first signs of real problems of working with individualized system that is in use. LD1, 2, 3, 4, 5; PW
A1, A4, B1, B2, B4, B5, C2, C3, C4, C5;
ISTE 3B, 3C, 6B, 6C, 6E |
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Repetition—ample amount of within content of individualized system LD1, 2, 3; PW C1,
C2, C3, C5; ISTE 2A, 2B, 2E, 3A; ISTE 3C, 6B, 6C, 6E |
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Visual aids, manipulatives, or other technologies. LD1, 2, 3, 4; PW A4, C1, C2, C3, C4, C5. |
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Tracking system for keeping up with student progress. LD1,2,3, 4; PW A5, B1, C1, C4, C5, D1,
D2, D3, D4. |
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Flander’s profile matches individualized mode—some explanation of how to navigate the system early in the lesson; 10s likely for extended periods of time while students are thinking and interacting with materials. LD1, 2, 3, 4, 5; PW
A5, B1, B2, B3, B4, B5, C2, C4, C5; ISTE 2E |
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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. |
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