The following table is my RUBRIC designed for evaluation of the Constructivist Science Lesson Plan for Grade One. You can also view it on a Word Document. ETEC 530 Rubric for Evaluation of Constructivist Lesson Grade One-final
RUBRIC – Evaluation Criteria for Constructivist Science Lesson Plan for Grade One
| Evaluation criteria |
0 |
1 |
2 |
| General Constructivist Strategies (GCS) | |||
| Learning objectives | No learning objectives are stated | Some learning objectives are stated clearly and concisely at the learners’ level | Learning objectives are stated clearly and concisely at the learner’s level |
| A “Hook” / Setting the stage for discovery- Should be interesting, exciting, elicit interest |
Content is not interesting nor engages students’ interests | Content is somewhat interesting and engages students’ interests | Content is interesting and engages students’ interest |
| Elicitation of prior knowledge | Does not elicit prior knowledge | Some prior knowledge is elicited | Elicits prior knowledge |
| Restructuring Concepts- needs to challenge prior knowledge / be engaging / reformulate thinking | Cognitive dissonance is not present | Some cognitive dissonance is present | Cognitive dissonance is present |
| Reflections- what did the learners discovery? Can the learners apply newly found knowledge to new situations? | Reflections are not provided | Some reflections provide concepts to be transferred to new activities | Reflections provide concepts to be transferred to new activities |
| Evaluation- Which types of evaluation are suitable for this lesson/ learner/teacher/peer? | There is an absence of evaluations | Some suitable evaluations were used in the lesson | Appropriate evaluations were used |
| Total points for GCS: |
0 |
/ 6 |
/ 12 |
| Evaluation criteria |
0 |
1 |
2 |
| Constructivist Instructional Model (CIM) | |||
| Identifies learners’ ideas and views (prior knowledge) | Does not identify learners’ ideas and views | Some identification of learners’ ideas and views | Several identification of learners’ ideas and views |
| Opportunities for learners’ to explore their ideas | No opportunities for learners to explore their ideas. | Some opportunities present for learners’ to explore their ideas. | Multiple opportunities present for learners’ to explore their ideas. |
| Stimuli for students to develop and modify their ideas and views | No stimuli present for students to develop and modify their ideas and views | Some stimuli for students to develop and modify their ideas and views | Multiple stimuli for students to develop and modify their ideas and views
|
| Total points for CIM: |
0 |
/ 3 |
/ 6
|
| Evaluation criteria |
0 |
1 |
2 |
| Prediction, Observation, Explanation (POE) | |||
| Learners are asked to predict and explain the next outcome | Learners are not asked to predict and explain the next outcome | N/A | Learners are asked to predict and explain the next outcome |
| Learners test their predictions and explanations by making accurate observations | Learners do not test their predictions and explanations by making accurate observations | N/A | Learners test their predictions and explanations by making accurate observations |
| Learners check observations against their predictions and explanations | Learners do not check their observations against their predictions and explanations | N/A | Learners do check their observations against their predictions and explanations |
| Searches for appropriate explanations are promoted if observations are inconsistent with their predictions and explanations | Searches for appropriate explanations are not promoted | N/A | Searches for appropriate explanations are promoted |
| New understanding is reinforced through practice problems, questions and activities | New understanding is not reinforced through practice problems, questions and activities | N/A | New understanding is reinforced through practice problems, questions and activities |
| Total points for POE: |
/ 0 |
N/A |
/ 10 |
| Evaluation criteria |
0 |
1 |
2 |
| Conceptual Change Model (CCM) | |||
| Learners are asked to seek new understanding as there is dissatisfaction with existing concepts | Learners are not asked to seek new understanding | N/A | Learners are asked to seek new understanding as there is dissatisfaction with existing concepts. |
| New concepts are intelligible (meaningful) | New concepts are not intelligible (meaningful) | N/A | New concepts are intelligible (meaningful)
|
| New concepts are plausible (reasonable) | New concepts are not plausible (reasonable) | N/A | New concepts are plausible (reasonable) |
| New concepts are fruitful (able to satisfactorily resolve the mental conflict or dissonance) | New concepts are not fruitful (able to satisfactorily resolve mental conflict or dissonance | N/A | New concepts are fruitful (able to satisfactorily resolve mental conflict or dissonance) |
| Total points for CCM: |
0 |
N/A |
/ 8 |
| Grand total of GCS, CIM, POE, and CCM: |
0 |
/ 9 |
/ 36 |
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