1.
Cátedra 1
Methodology II
Teacher Name: Carla Chávez S.
Students: ________________________________________
CATEGORY 4 3 2
Contributions Routinely provides useful ideas Usually provides useful ideas Sometimes provides useful
when participating in the when participating in the ideas when participating in the
group and in classroom group and in classroom group and in classroom
discussion. A definite leader discussion. A strong group discussion. A satisfactory
who contributes a lot of effort. member who tries hard! group member who does what
is required.
Problem-solving Actively looks for and suggests Refines solutions suggested by Does not suggest or refine
solutions to problems. others. solutions, but is willing to try
out solutions suggested by
others.
Attitude Never is publicly critical of the Rarely is publicly critical of the Occasionally is publicly critical
project or the work of others. project or the work of others. of the project or the work of
Always has a positive attitude Often has a positive attitude other members of the group.
about the task(s). about the task(s). Usually has a positive attitude
about the task(s).
Focus on the task Consistently stays focused on Focuses on the task and what Focuses on the task and what
the task and what needs to be needs to be done most of the needs to be done some of the
done. Very self-directed. time. Other group members time. Other group members
can count on this person. must sometimes nag, prod,
and remind to keep this
person on-task.
Instruction Goals and Instructional goals and Instructional goals and Instructional goals and
objectives are not stated. objectives are stated but are objectives are stated. Learners
Objectives Learners can not tell what is not easy to understand. have an understanding of what
expected of them. Learners Learners are given some is expected of them. Learners
can not determine what they information regarding what is can determine what they
should know and be able to do expected of them. Learners are should know and be able to do
as a result of learning and not given enough information as a result of learning and
instruction. to determine what they should instruction.
know and be able to do as a
result of learning and
instruction.

2.
Instructional Instructional strategies are Some instructional strategies Most instructional strategies
missing or strategies used are are appropriate for learning are appropriate for learning
Strategies inappropriate. outcome(s). Some strategies outcome(s). Most strategies
are based on a combination of are based on a combination of
practical experience,theory, practical experience,theory,
research and documented best research and documented best
practice. practice.
Assessment Method for assessing student Method for assessing student Method for assessing student
learning and evaluating learning and evaluating learning and evaluating
instruction is missing. instruction is vaguely stated. instruction is present. Can be
Assessment is teacher readily used for expert, peer,
dependent. and/or self-evaluation.
Reading Few of required activities are Some of the required Most of the required activities
included. activities are included. are included.
comprehension
activities
Listening Does not meet the number of Some items presented in the most items presented in the
items presented in the original original lesson are adapted. original lesson are adapted.
comprehension lesson. Answer key is not Part of the answer key is Most of the answer key is
activities provided. provided. provided
Organization and Lesson plan is unorganized and Lesson plan is organized, but Lesson plan is organized and
not presented in a neat not professionally presented. neatly presented.
Presentation manner.
WORD Inadequate Word Choice/ Minimal Word Choice/ Adequate Word Choice/
Grammar Usage Rambling, Grammar Usage/Minimal Grammar Usage. Appropriate,
CHOICE/GRAMMAR inappropriate, incorrect, Response. Inadequate, specific Somewhat consistent
USAGE unclear Distracting imprecise, repetitive Frequent grammar usage Subject/verb
inconsistencies in grammar inconsistencies in grammar agreement Singular/plural
usage Subject/verb agreement usage Subject/verb agreement nouns Verb (tense and usage)
Singular/plural nouns Verb Singular/plural nouns Verb Pronoun usage
(tense and usage) Pronoun (tense and usage) Pronoun Adjective/Adverb
usage Adjective/Adverb usage Adjective/Adverb
MECHANICS Inadequate Mechanics • Minimal Mechanics/Minimal Adequate Mechanics. Some
Serious and consistent errors Response. Consistent errors in errors in Punctuation,
in Punctuation, Capitalization Punctuation, Capitalization Capitalization and Spelling.
and Spelling • Impedes and Spelling impedes Needs editing but doesn't
understanding/communication readability impede readability

3.
1
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Does not try to solve problems
or help others solve problems.
Lets others do the work.
Often is publicly critical of the
project or the work of other
members of the group. Often
has a negative attitude about
the task(s).
Rarely focuses on the task and
what needs to be done. Lets
others do the work.
Instructional goals and
objectives clearly stated.
Learners have a clear
understanding of what is
expected of them. Learners
can determine what they
should know and be able to do
as a result of learning and
instruction.

4.
Instructional strategies
appropriate for learning
outcome(s). Strategy based on
a combination of practical
experience,theory, research
and documented best practice.
Method for assessing student
learning and evaluating
instruction is clearly delineated
and authentic. Can be readily
used for expert, peer, and/or
self-evaluation.
All the required activities are
included.
All the items presented in the
original lesson are adapted. A
complete answer key is
provided.
Complete package presented
in well organized and
professional fashion.
Effective Word Choice/
Grammar Usage. Appropriate,
precise/concise, clear Mostly
consistent grammar usage
Subject/verb agreement
Singular/plural nouns Verb
(tense and usage) Pronoun
usage Adjective/Adverb
Effective Mechanics. Few
errors in Punctuation,
Capitalization and Spelling.
Needs some editing