Compilation of Notes and Activities for

Teaching and Assessment of

Week 2 (Topic 2)

Prepared by:

MA. JEANE FRANZ B. MASCARDO

College of Teacher Education
English Instructor

Disclaimer: No part of this module may be reproduced, distributed or transmitted for commercial purposes, in any form or by any means, including
photocopying, recording of other electronic or mechanical methods, without the prior written permission for the module developer.
 The course engages learners in understanding the distinctions between and among four types of
Course grammar functional, descriptive, prescriptive, and pedagogic. Aside from the emphasis on how teaching
Description and assessment vary considering the four types, the course also provides opportunities to discover the
role of grammar in achieving communicative competence.
Course
3 units
Units
Course • Perform a recorded teaching demonstration in grammar employing the appropriate strategies,
Goals methods and techniques with the aid of appropriate assessment tasks.
By the end of the course, the student is able to:
• Demonstrate knowledge and understanding of the types of grammar, essence of teaching grammar
and the methods, techniques and strategies in teaching grammar;
Course • Utilize appropriate and relevant assessment tasks for each macroskills.
Objectives • Apply and demonstrate skills in employing appropriate teaching approaches, methods and strategies
in teaching the different macroskills of language acquisition with the aid of multimedia presentation.
• Demonstrate proficiency in oral and written communication using English as the medium during the
teaching demonstration.

Course Materials

The materials for this course are composed of various web resources (e-texts, web articles, and online videos). The
resources to be used for specific module, including their links, are listed in the corresponding study guide. Access the
course materials and study them carefully.

Study Schedule

This module of learning serves as your guide as you study the course. Keep in mind the tasks that you must accomplish
and the deadlines to meet. If you have any queries regarding with the activities, you can reach me through messenger
(@franzmascardo) or through email ([email protected]). I hope that you would learn a lot of things from this
module. Good luck!

Week Topic Learning Activities

1. Self-introduction
Week 1 2. Read Course Guide, Study Tips, the guides to each
September 22-25, Introduction & Course Orientation course requirement, and articles about Plagiarism.
2020 3. Do the preliminary activities of this course.
4. Download and study resources for Module 1.
Module 1: 1. Read Lesson 1 objectives.
Chapter 1: Teaching Grammar: 2. Read the lesson and join the discussion forum via
Week 2
Introduction Messenger
September 25-
3. Do the graded activity and your assignment
October 3, 2020 Lesson 1: Grammar: Definition,
guided by the rubrics below.
Essence, and Types 4. Pass your modules at the end of the week.
1. Read lesson 2 objectives.
2. Read the lesson and join the discussion forum via
Lesson 2: METHODS, TECHNIQUES AND
Week 3 Messenger.
STRATEGIES OF TEACHING GRAMMAR
October 5-9, 2020 3. Answer the graded activity and the assignment
guided by the rubrics below.
4. Pass your module at the end of the week.

Course Requirements

o Assignment 25%
o Activity 25%
o Asynchronous Online Discussion, 30%
Activities & Attendance
o Final Requirement 20%
100%
CHAPTER 1 Teaching Grammar: Introduction

Lesson 2 – METHODS, TECHNIQUES AND STRATEGIES OF TEACHING GRAMMAR

Let’s Achieve These!

• Differentiate the method, strategy and technique;

• Identify the different methods, strategies, and techniques in teaching grammar; and
• Create a sample lesson plan, utilizing the different methods, strategies, and techniques discussed.

Before anything else, let us distinguish the following terms first,

Strategy

An action plan intended to accomplish an ultimate goal. Example, "What's your target setting strategy?" is all right to say
but maybe certain people don't know what you think. Strategy is like the word 'tactic' almost.

These are also methods we use to allow learners to access the information we are teaching. For example, we could read
the information to them; we could display it pictorially; we could allow them to research the information themselves;
we could present it as a PowerPoint Presentation. We can use our creativity so as to make every class interesting by
using good strategies for teaching. Your teaching strategies should aim to include all types of learners.

Technique

Technique is a technique or skill for conducting a particular task. If a classroom gets distracted an instructor can use the
tactic to use a rapid physical exercise to stimulate their attention and at the same time make them all do the same thing.

It also applies to actions that we take while we are training. For example, if we try to help students understand the
meaning of new words in vocabulary we will use a strategy called Concept Cues. Through following steps we can easily
teach any subject. It will help us integrate more in promoting learning process for the students.

Method

Method is a way something is done.

It includes the instruction principles and techniques used. Commonly used ways of teaching may include class
participation, presentation, recitation, memorization, or other combinations. The choice of teaching methods or
strategies to be used depends in large part on the knowledge or expertise being learned, which can also be determined
by the students' aptitude and enthusiasm.

If we equate the approach to teaching and the method of teaching the distinction is that the approach to teaching is
about the process or way we educate, how we do so and the method of teaching is what kind of things we use to
educate. “Tell me, I forget. Show me, I remember. Involve me, I understand.”

Learning grammar (and teaching it) consists of two main stages: learning the meaning and form of each new structure,
and putting it into practice.

TECHNIQUES IN TEACHING GRAMMAR

1. Board Work Presentations

For a quick and easy presentation of new language, the board is the obvious resource to exploit. When writing a
grammar explanation or examples on the board bear in mind that students may be copying it down. Using colors, circles
or lines can make things clearer.
Here are some guidelines also in writing board work presentations:

• Use a different color to indicate a typical error or wrong form.

• Use a different color, underline or circle to indicate a part of the sentence you wish students to focus on.
• Dividing the board into sections can help make things clearer.

What makes a good grammar presentation?

The point of any grammar presentations is to help students develop their understanding of, and ability to use a
particular area of language. We can assess our choice of presentation by asking:

Is the presentation we have in mind going to be:

• MEMORABLE;
• CLEAR;
• EFFECTIVE; and
• APPROPRIATE for students?

A good grammar presentation must meet all four of the above criteria.

2. Using the students and you, the teacher.

The lives and perspectives of the people in the space will also provide a clear meaning for words. Specific experience
reveals clearly how important grammar is, which can also be more unforgettable than tales about people from beyond
the environments of the students. Even the instructor should offer exercises where students speak about themselves,
their thoughts, their families, their opinions. You should also use your own-life accounts to present grammar. For
example, when they were younger the instructor might use images of themselves to illustrate was/were. Photographs of
students can be a wonderful help too. Many students may have pictures they can share with each other on their cell
phones to support any amount of practice events.

3. Using realia/photos

Bringing items into the classroom or showing images will help bring a grammar argument to reality, it can also be used
to build a physical memory link. You may use realia or photos to create a context for the target language. For example,
we consider using items like a rice bag, a glass of water, a balloon and a tea bag to illustrate the idea of countable and
uncountable nouns, but for simplicity you can only explain it in pictures as long as the students can see a visual display.

4. Dialogue building

This interactive strategy includes setting up a scenario and writing a dialog on the board with the aid of the students,
including the vocabulary on which you want to relate. For starters, in a restaurant the instructor offers a structure for a
discussion between waiters and customers. This is a common scenario where the indefinite pronouns “anything” and
“nothing” inevitably happen. Students then partake in the discussion in pairs as it is or with modifications (e.g. various
food and drink options, a different restaurant type). A great way to push students towards memorizing the language is
to gradually erase the text, word by word, until the students are repeating the dialogue from memory.

5. Dictation

With grammar points where students are already familiar with the written form, but where context needs to be
discussed in greater detail, a simple and efficient way to incorporate the language is to assign model sentences to the
class. Dictation allows them to work in the language quickly, and checks communication skills and grammar, as well as
grammatical comprehension. It also encourages communication coping techniques, such as pressing for clarity and
repeating: "I 'm sorry, could you please say that again? "The teacher, for example, determines sentences that include
verbs that are used with and without reflexive pronouns to begin discussing the context and usage variations.
7. Drilling

To help students pronounce new language correctly, get them to say it repeatedly so you can check for accuracy. By
experiencing the movement of the mouth as they say it, students reinforce their learning in a different way from when
they write it down and see it. Simple drilling can be either choral, i.e. all students repeat the structure at the same time,
or individually. A suggested order is to let students practice chorally first, but to insist on individual repetition so that
you can check everyone is pronouncing it correctly. There are ways to vary drilling so that it doesn’t get repetitive.

Substitution drilling involves the teacher prompting students to substitute words for other words in a drilled sentence,
for example:
T: He’s been working at the office.
S1: He’s been working at the office.
T: they
S2: They’ve been working at the office.
T: at home
S3: They’ve been working at home.
T: watch TV
S4: They’ve been watching TV at home.

Drilling can be disguised as a game, as in the circular drill. For example, the students inadvertently ‘drill’ each other.

8. Songs or Composing Jingles

Another popular way of encouraging students to repeat structures as well as to make them memorable is through songs.
Choose songs or jingles that contain the target language multiple times and which contain a natural stress pattern for it,
too. Songs can be used to present the target language through listening tasks such as gap-fills or reordering the lines or
words in the lyrics. They also offer repeated exposure to the language and, if your students enjoy singing, can also offer
a chance to practice pronunciation.

9. Exploiting feedback stages

Feedback on activities is not just about seeing how many questions students got right; it is an opportunity to achieve
several teaching objectives: to check understanding, correct persistent errors, share interesting information, revise rules
and to draw conclusions.

10. Error correction

Students want and expect correction from their teacher. Choosing which mistakes to correct, when to do so and how,
are complex questions. It’s important, however, to remember that students who need the most correction may not be
those that make the most or biggest mistakes. Lower-level or quiet, shy students may benefit from less correction so
that they are not discouraged from using English, however imperfectly we correct students in the hope that they won’t
keep making those mistakes. To allow them to learn about their faults, let them use new words, looking out for usage
errors. Then point out the mistakes, and display the corrections to them. Finally let them do the practice again, this time
fresh in their minds with those usual mistakes. For example, in a shopping game, students should role-play first, correct
any mistakes, and then switch roles and try again.

11. Direct Explaining

Using the mother tongue of students you will clarify a grammar rule explicitly. This has the advantage of encouraging
students to equate a grammar item in English with a grammar item in the language of the students themselves. For
example, the two languages might use different types of past tenses. On the other hand, some teachers believe that it’s
more effective to present and explain the grammar directly by using English at all times. Certainly, in classes where the
students already have learnt some English, it’s usually possible to build on what they already know to introduce a new
grammar point.
12. Discovering the Grammar

Often, it’s helpful to have students discover the grammar rather than telling them what it is. Do this by choosing a text
which contains lots of examples of the target grammar. For example, if the text includes regular verbs in the past simple
form (e.g. lived, travelled, moved, etc), ask the students to underline all the verbs in the text. Then ask them to say what
they notice about the verbs – which will be that, they all end in -ed.

13. Drawing Timelines

Timelines are useful for teaching grammar structures that refer to aspects of time. Timelines are a simple and visual way
to clarify the actions and events described in a sentence. They are often used by teachers for presenting the meaning of
verb tenses in English.

The basic form of a timeline shows a horizontal line with a point in the middle indicating NOW or the moment of
speaking. Before that point is the past and after it is the future. Some teachers also write the words PAST and FUTURE
along the line. You can indicate single actions with an X and periods of time with an arrow. Continuous actions are often
indicated with a wavy line.

14. Asking Concept Questions (Checking Understanding)

Write a sentence on the board containing the grammar structure. For example, this sentence uses the past simple: He
left university in 2008. Next, ask the students concept questions which check their understanding of when the action
happened. So, the teacher/student conversation would sound like this:

T: Is he at university now?

SS: No.

T: Was the action in the past?

SS: Yes.

Note that concept questions should usually be designed to elicit the answer Yes or No from the students because the
aim is only to check their understanding.

15. Using Tables (Showing the Form).

Tables are very useful for showing the form of the grammar on the board. For example, these tables show the
affirmative and negative forms of a verb in the present simple tense. You can refer to the different features of the tense
when introducing it, and the students can copy the table for future reference.

• I/You/We/They live in England

• He/She/It lives
• I/You/We/They don’t live in England.
• He/She/It doesn’t live in England.

16. Contrasting Structures (Showing the Difference in Meaning).

With higher-level grammar, it’s useful to ask students to contrast two grammar structures which are similar in certain
ways, but which have an important difference in meaning. For example, these two sentences contrast two different
meanings of the present perfect tense.

• He has been to London.

• He has gone to London.

A teacher could ask the students to compare these sentences and say what the difference in meaning is.

(Answer: A means: He went to London and returned back whereas B means: He went to London and he is still there).
17. Choosing the Correct Sentence (Correcting Common Grammatical Mistakes).

This is similar to the previous technique because you give students two sentences, but one sentence has a mistake
related to grammar. You write them on the board and get students to say which they think has the mistake and why. For
example:

• I’ve lived here since three years.

• I’ve lived here for three years.

Students discuss the sentences in pairs. Sentence A. is wrong because we use “since” to refer to a fixed point in time
(e.g. March, 1989, etc.) whereas we use “for” to describe duration of time.

STRATEGIES IN TEACHING GRAMMAR

Eight strategies or activities that can be used to enhance student’s knowledge of grammar:

1. Daily Oral Language

Daily oral language is a quick, effective way to teach and reinforce grammar and punctuation. Simply write one or two
sentences on the board in which there are grammar or punctuation errors. Then ask volunteers to come up and correct
an error. Students should correct only one error and then explain why they made their correction. This allows others to
hear their thinking and enables you to conduct quick grammar and punctuation mini-lessons. DOL should be kept fairly
fast-paced.

Eventually, you may include a short paragraph instead of sentences. You can find DOL sentences on the Internet (do a
search using the terms: daily-oral language). You could also buy books with lots of DOL sentences in them. However, I’ve
found that it is always more effective to create your own sentences based on the types of errors you see in students’
writing and hear in their speaking. Also, create sentences and paragraphs that are about (a) your students, (b) your
students’ their lives or experiences, or (c) books, subjects, themes, or topics you may be studying.

2. Sentence Combining

Sentence combining is a method of teaching grammar intuitively. In sentence combing, students are given two or more
sentences. These sentences make come from a book they’re reading, a unit their studying, current events, or their
lives. They must then combine the sentences while keeping the same ideas. The goal is not to make a longer sentence,
rather, to develop more effective sentences. The resulting sentence must be a complete sentence and use as few words
as possible. This is a naturalistic approach to grammar as students naturally look for nouns, verbs, propositions, and
connecting words to construct new sentences.

Sentence combing invites students to experiment with word choice and order. They begin to realize that there’re many
ways to build sentence. This provides a more authentic context in which to talk about nouns, verbs, capital letters, and
periods. These are the steps:

1. Write two sentences on the board (or three for more advanced students). The sentences don’t have to be related to
each other; however, it is helpful if they are related to students’ lives, experiences, or something they may be studying
in another class.

2. Ask students to combine two sentences into one. They can write their sentence ideas down in a journal or on
thinking paper (scratch paper). You can experiment by having students do this orally. They could also do this in pairs or
small groups. This enables them to talk and hear the thinking of others. Students should share their ideas with the group
or class in some way.

3. Share your own combined sentence or write one student’s on the board. Analyze sentences only after students have
created them. Identify and discuss the various types of words used and why. Have a list of possible connecting words
someplace on the board or word wall (and, or, unless, because, also, etc.). You might identify the thing words (nouns),
action words (verbs), and describing words (adjectives). This is a quick and simple way to review the elements that are
needed for a complete sentence.
Important note: Always reinforce the notion that a sentence is a complete idea. It needs to make sense by itself.
Encourage students to read their sentences out loud to see if they make sense. This can be done quickly by having
students turn to a neighbor to share their sentence.

3. Sentence Elaboration

In sentence elaboration, students are given a sentence with the direction to make it better or more interesting. This
allows students to see the basic structure of a sentence while using propositions, adjectives, verbs, and other types of
words and sentence parts to make it more interesting. Creativity and humor should be encouraged. For example, you
might ask students to make the sentence more mysterious, funny, efficient, fancy, exciting, boring, scary, loud, bizarre,
silly, funny, pig-like, old, new, happy, sad, expensive, etc. Again, this is more effective if the original sentence has some
connection to what students are reading or studying or their lives and experiences.

4. Grammar as Inquiry

Inquiry is when students ask a question and then use data to answer the question. In this case, the question is: How
many nouns are in this text? What type of nouns is found in this story? Look for different types of nouns, adjectives, or
verbs. Examples might include floating nouns, nouns that sink, big nouns, little nouns, nouns that bounce, healthy
nouns, etc.

5. Word Sort

Ask students to identify a specific number of a certain type of words. For example, list 30 verbs found in this story. Then,
have students examine the group and arrange the verbs (or some other type of word) into groups or categories. A table
or bar graph can be used to record the results. This would enable you to compare the types of verbs found in different
story. (Make sure you use the same number of verbs from each story.)

6. Grammar Treasure Hunt

Ask students to go on a grammar treasure hunt to find various grammatical elements. Using a book or textbook in which
they are familiar, students use a graphic organizer to collect and organize data. Tally marks are then used to keep track
of how many words put in each category.

7. Peer Editing

Peer editing can also be used for developing grammar skills. Here you would identify three to five specific grammatical
elements upon which to focus. You can use a checklist to create an evaluation.

For example:

8. Wide Reading

This isn’t a specific strategy, but voluntary self-selected, enjoyable reading is the cure for almost everything. Wide
reading provides students with a very implicit sense of the structure of the language.

METHODS OF TEACHING GRAMMAR

English grammar is notoriously difficult to learn for both native and second-language speakers. There are so many
intricacies, obscure rules, and exceptions that it comes as no surprise that different generation of teachers have used
various approaches to teaching grammar to train literate English writers. In the past, memorization-based techniques
that relied on repetition slowly gave way to more creative methods. Today, we live in a society that prizes literacy and is
willing to adapt to more effective methods to achieve the best results in teaching grammar.

1. Diagramming Sentences

One of the older forms of teaching grammar, diagramming sentences, first appeared in the 19th century. This method
involves visually mapping the structures of and relationships between different aspects of a sentence. Especially helpful
for visual learners, this method disappeared from modern teaching at least 30 years ago. Different forms of
diagramming are used to visualize sentences, from the Reed-Kellogg System to dependency grammar, but all organize
the functions of a sentence in a way that illustrates the grammatical relationships between words.

2. Learning through Writing

This method is often used in schools in the U.S. and Canada. Students are encouraged to explore language through
creative writing and reading, picking up correct grammar usage along the way. If there are specific problems with certain
grammatical rules, these are covered in a more structured lesson. An emphasis is now being placed upon language
acquisition over language learning, as it has been observed that learning grammar by memorization does not work well
and that students are better able to recognize and understand grammatical rules when lessons are more interactive (i.e.,
they have to apply these rules in their own writing). Repeated practice is also important and easily achieved through
creative or personal writing exercises. An article, posted by The Atlantic, suggests that to better equip future adult
writers, teachers in the 21st century should consider dropping outdated grammar teaching techniques in early
education and opt for learning through writing techniques.

3. Inductive Teaching

The inductive method of teaching grammar involves presenting several examples that illustrate a specific concept and
expecting students to notice how the concept works from these examples. No explanation of the concept is given
beforehand, and the expectation is that students learn to recognize the rules of grammar in a more natural way during
their own reading and writing. Discovering grammar and visualizing how these rules work in a sentence, allows for easier
retention of the concept than if the students were given an explanation that was disconnected from examples of the
concept. The main goal of the inductive teaching method is the retention of grammar concepts, with teachers using
techniques that are known to work cognitively and make an impression on students’ contextual memory.

4. Deductive Teaching

The deductive method of teaching grammar is an approach that focuses on instruction before practice. A teacher gives
students an in-depth explanation of a grammatical concept before they encounter the same grammatical concept in
their own writing. After the lesson, students are expected to practice what they have just been shown in a mechanical
way, through worksheets and exercises. This type of teaching, though common, has many people—including teachers—
rethinking such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood. As one
former teacher states, deductive teaching methods drive many students away from writing because of the tediousness
of rote learning and teacher-centered approaches.

5. Interactive Teaching

Another method of teaching grammar is to incorporate interactivity into lessons. Using games to teach grammar not
only engages students but also helps them to remember what they’ve learned. This method allows teachers to tailor
their lessons to the different learning styles of students. For instance, each student can be given a large flashcard with a
word on it, and the students must physically arrange themselves into a proper sentence. Other games can include word
puzzles or fun online quizzes.

6. Eclectic Approach

It is a method that integrates all the language-teaching methods depending on the classroom circumstances and the
abilities of the learners.
The Eclectic Approach was advocated as almost all the individual methods had their strengths and weaknesses and not
even a single method was responsible to the real and dynamic classroom context. Taking the drawbacks of the various
methods into consideration, Brown (2002) argues that eclecticism finds the right solution as this approach permits the
teacher to select what worlds well in classrooms within their own dynamic contexts.

In this approach teacher has more flexibility and adaptability to choose best elements according to the needs and aims
of the students.

Over the years, many methods have been developed for teaching grammar and have been built upon, abandoned, or
combined, all with the same goal in mind—teaching students how to communicate effectively and understand how to
use the English language. Because of the grammatical complexity of English, each method has its pros and cons. Some
lessons are less likely to be remembered, while others may require more in-depth explanation and practice. Regardless
of how grammar is taught, a well-rounded understanding of English grammar is the most important factor in improving
the literacy of students.

“If a child can’t learn the way we teach, maybe we should teach the way they learn.” – Ignacio Estrada

GRADED ACTIVITY

Answer the following activities:

A. Directions: Compare and contrast method, strategy, and technique using a visual representation. Use your own
understanding or own interpretation and be creative in choosing and making your visual representation. Write your
answers on the space provided. A rubric will be given at the end of the module for you to refer your answers.
B. Directions: Choose three grammar topics. Create a lesson plan out from the different examples given below of
methods, strategies, and techniques. You can choose one of each, so you will be making three semi-detailed lesson
plans utilizing one technique for your first topic, one method for your second topic and one strategy for your third
topic. Write your answers on the space provided below. A rubric will be given at the end of the module for you to refer
your answers.

Assignment
Rubrics & Criteria:

Rubric for Visual Display

Category 5 4-3 2 1 Score
 Appropriate details  Most details support  Few details support  No details to support
support main idea main idea main idea main idea
 Accurate and detailed  Accurate information  Lacking accurate  Information is not
information for almost all subject information accurate
Content  Information adequately matter  Inadequate information  Information does not
supports purpose of  Information is mostly is not clearly support the visual’s
visual adequate and supportive of visual’s purpose
supportive of visual’s purpose
purpose
 Topic and title clear and  Topic and title are  Topic and title difficult  Topic and title are not
easily identified mostly clear and easily to identify clearly identified
 Main idea is clearly identified  Main idea not clearly  No main idea
Focus appropriate to topic  Main idea is stated  Illustrations do not
 All illustrations appropriate to topic  Few illustrations complement purpose
complement purpose of  Most illustrations complement purpose of visual
visual complement purpose of of visual
visual
 Outstanding use of color,  Adequate use of color,  Inappropriate use of  Little attempt to use
Visual design, and space design, and space color, design, and color, design and
 Original and creative  Design is adequate space space appropriately
Appeal design  Overall design is mostly  Design lacks creativity  Design is dull
 Overall design is pleasing pleasing and  Lack of harmonious  Project has sloppy
and harmonious harmonious design in presentation appearance
 Free of grammatical  Mostly free of  Frequent grammatical  Too frequent
errors grammatical errors errors grammatical errors
Mechanics  No excess glue, torn  Little use of excess glue,  Excess glue, torn edges,  Distractive elements
edges, mark-outs torn edges, mark-outs and mark-outs make illustration
 Words are legible and  Most words are legible  Presentation is illegible ineffective
pertinent to topic and pertinent to topic and confusing

Rubrics for Lesson Plan Making

Category 5 4-3 2 1 Score
Objectives are obviously Objectives are Objectives are either Objectives are not
observable and somewhat observable not observable or not observable and also are
measurable; Clearly and measurable ; measurable; Minimal not measurable;
stated application of Stated application of application of subject Application of subject
subject matter subject matter matter knowledge and matter knowledge and
Objectives knowledge and skills; knowledge and skills; skills; Domains and skills not evident;
Includes the three Some domains are levels are addressed Domains and levels are
domains; cognitive, included, but not all limitedly not addressed
affective, psychomotor three or not across all
– across all reasoning levels
levels; lower, middle,
high
Lesson is creatively Some attempt to open Limited attempt to tap Does not tap interest &
opened by tapping lesson by tapping interest & prior prior knowledge, and
interest & prior interest & prior knowledge, and describe procedures
Anticipatory Set knowledge, and knowledge, and describe procedures
procedures are describe procedures
described
Detailed all content and Detailed some content Limited details provided Details are not provided
resources required for required for instruction; to teach content; to teach content;
instruction; Includes a Some teaching Teaching strategy not Teaching strategy not
variety of teaching strategies included with clear or MI theory not clear or MI theory not
strategies using use of MI theory; Some evident; Limited evident; Methods of
Multiple; Intelligences methods of student methods of student student inquiry not
Procedures theory; Used multiple inquiry listed; some inquiry used; lower level evident; lower level
methods or inquiry for open ended questions questioning; some use questioning; limited use
student learning included; appropriate of technology of technology
incorporating Bloom’s use of technology
taxonomy; effective use
of technology
Specific strategies Strategies designed to Some strategies not Strategies not specific
designed to promote allow success for most specific enough to enough to support
success for all students students based on Time support student student learning based
based on Time Circumstances, Tasks, learning based on Time- on Time Circumstances,
Special
Circumstances, Tasks, Communication, Circumstances, Tasks, Tasks, Communication,
Accommodation Communication, Response Modes; Some Communication, Response Modes; No
Response Modes; Differentiated Response Modes; evidence of
Differentiated Instruction evident Limited evidence of Differentiated Instruction
Instruction clearly Differentiated
 evident Instruction

Summary provided to Some summary Limited use of summary Summary not evident or
Closure reinforce learning and provided to reinforce to reinforce learning does not reinforce
link to future learning learning learning
Appropriate and Appropriate; connected Connected to objectives Not connected to
connected to all to some objectives; to a limited degree; objectives or not
objectives Specific Plans for both formative Plans for either appropriate; Does not
description of both and summative formative or summative include plans for either
formative and assessment; States at assessment; States one formative or summative
Assessment summative least two different ways way to represent assessment; Does not
assessments; Details at to represent learning; learning; e.g. concept include any ways to
least two different ways e.g. concept map, quiz, map, quiz, reflective represent learning
to represent learning; reflective response response
e.g. concept map, quiz,
reflective response