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Assessment Rubric for NE-SEL Lesson Plans Assessment Achievement Levels: Criteria EXCELLENT GOOD SATISFACTORY BELOW AVERAGE 1. Lesson Design: a) Trigger Activity: Sparks off curiosity Connects students to prior knowledge Allow pupils to reflect on their personal experience Trigger activity sparks off extensive and appropriate information which is consistent. Shows keen connection to students’ prior knowledge. The activity allows pupils to reflect on their personal experience recorded in a detailed and comprehensive manner. Trigger activity sparks off substantial information, show close observation, comprehension of the concepts/ideas and interpretation. Information is relevant, accurate and competently recorded. Trigger activity sparks off appropriate information which is consistent, show observation and some analysis and interpretation. Trigger activity sparks off some information, which has little relevance to the work. b) Main Activity (Tiered) Tiered to cater to different learning needs Helps student to acquire understanding Develops concepts and skills that are fundamental to the value Main activity shows highly accomplished and expressive ideas/concepts in a convincing sophisticated, sustained and highly interpretative manner. Works produced reflect a sustained original effort. Main activity shows confidence and developed ideas/concepts in convincing manner using varied and appropriate art concepts. Main activity shows completed & planned work and to integrate ideas/concepts showing some synthesis of subject matter and form. Works may appear formulaic yet an attempt is made to give interpretation and meaning to the works. Main Activity shows some engagement with the work. Ideas/concepts are presented in a superficial manner which may not appear incoherent or clichéd. C) Reflection & Action: Help to make student learning relevant & meaningful to their lives Enables them to build good habits & learn by doing Ability shows to create a highly relevant and meaningful lesson that enable students to build and engage in good habits. Ability reflects personal commitment in an accomplished manner. Ability shows highlight involvement and understanding acquired through experiences. Ability shows an elementary level of interest and involvement in response to make works. SEL: A) Pedagogical Principles: Social dimension Rapport, peer interaction, perception of other. Emotional dimension Touch on feelings, touch feeling where possible Relevance Appropriate to age, ability, background, needs Authentic situation. Ability to show an in-depth understanding of pedagogical principles using this understanding to exploit social & emotional dimension and relevance appropriately and authentically Ability to show competent use of pedagogical principles. Works produced demonstrate a proficient understanding of the above. Ability to show adequate manipulation of pedagogical principles. Works produced demonstrate an understanding of the above. Ability to show some knowledge of understanding of pedagogical principles. Work produced reveals an inexperienced use of the above. b) Reflection & Action Reflection on Self (Self-Awareness) and Perspective of others (Social Awareness) Action - Demonstration (Practice/Applications/SM/RM/RDM) Highly sustained and accomplished in understanding of Self-Awareness &Social Awareness processes. Skills demonstrated are engaging and include an understanding of the expressive potential of SM/RM/RDM processes. Proficient and confident use of Self-Awareness & Social Awareness and, processes showing their ability to demonstrate SM/RM/RDM expressive. Understanding of use of Self-Awareness & Social-Awareness and, processes showing an ability to demonstrate SM/RM/RDM adequately to match intention. Little understanding of Self-Awareness and Social Awareness and demonstration of SM/RM/RDM processes. ICT: Selection and application of technologies is appropriate for learning environment and outcomes. Technologies applied to engage and enhance learning. Selection and application of technologies is basically appropriate for learning environment and outcomes. Some technologies applied enhance learning. Selection and application of technologies is beginning to be appropriate for learning environment and outcomes. Technologies applied do not affect learning. Selection and application of technologies is inappropriate (or nonexistent) for learning environment and outcomes. 4