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Lesson Plan Self Assessment

The document provides guiding questions for teachers to critically evaluate their own lesson plans and lessons. It addresses four key areas: the teacher's intentions for goals and their alignment with activities and assessments; support for student learning through varied activities and accommodation of differences; the use of formative and summative evaluations; and alignment among intentions, learning support, and assessment. Additional questions consider the role of talk and writing as well as connections made to students' personal experiences and other curricular content.

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Albard Khan
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1K views1 page

Lesson Plan Self Assessment

The document provides guiding questions for teachers to critically evaluate their own lesson plans and lessons. It addresses four key areas: the teacher's intentions for goals and their alignment with activities and assessments; support for student learning through varied activities and accommodation of differences; the use of formative and summative evaluations; and alignment among intentions, learning support, and assessment. Additional questions consider the role of talk and writing as well as connections made to students' personal experiences and other curricular content.

Uploaded by

Albard Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Developed by Dr.

Margaret Finders
Critical Evaluation of Lesson Plans/Lessons
Self-Assessment Guiding Questions


Teachers Intentions:
Are goals well defined and appropriate for these students?
As you read through the plans, attempt to follow how the goals are taught/modeled and/or
practiced?
Are the goals aligned with daily activities, graded projects and daily evaluation tools?

Support for Students:
Do activities seem likely to help student achieve the unit goals and daily objectives?
Is there alignment between intentions and activities?
What additional support activities can help students achieve these goals?
(How) do assignments/activities build from one day to the next?
Do lessons include a variety of activities, materials and teaching methods?
What difficulties might students encounter, and is further support provided?
Are differences among students addressed? (visual, oral, diversity, students with special
needs, ESL).
Do activities enable students to connect with the goals in personally meaningful ways?
Does the plan allow students with time to rehearse the skills?

Evaluations:
Do the evaluations provide for multiple pathways to document understanding?
Do the evaluations provide student with formative and summative feedback?
Do the evaluations provide you with formative and summative feedback?

Alignment:
Is the alignment among intentions, support for learning and assessment of students consistent
(for example: activities and support are aligned with instruction, but assessment is
inconsistent with activities or goals; student teacher intends to promote student interaction,
but structure of activities limits student talk; student teacher intends for lesson/activity to
promote students critical thinking, but students are evaluated on how well they follow
student teachers directives)?

What is the role of talk as characterized in this lesson? For example, is talk a means for practicing
speaking, a debate, answering teacher questions, practice in critical thinking, identification of critical
elements, an opportunity for analyzing and synthesizing?

What is the role of writing as characterized in this lesson? For example, is writing used to brainstorm
and generate ideas, answer teacher questions, practice critical thinking, reflect, to analyze and synthesize?

What are the connections made in this lesson?
How and when are students' personal connections with materials involved (for example., prior to
activity, in order to motivate, after summarizing the materials in order to help students connect
learning to their experiences, during the activity in order for students to understand the ways in
which the central concepts influence their everyday life)?
How and when are curricular connections with materials involved (for example, prior to activity,
to activate prior knowledge of a topic, after the activity to help students connect learning to other
learning, during the activity to help students understand the ways in which the activity is connected
to other content learning)?

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