a rubric for evaluating teaching demos for teacher-trainees in Pre-service/In-service training

1.
PROPOSED RUBRIC FOR DEMO‐TEACHING/PERFORMANCE MANAGEMENT FOR
INTEGRATION IN SUBJECT‐SPECIFIC TRAINING MANUALS
using Revised Bloom’s Taxonomy of Thinking Skills
Below is a performance rubric that can be applied to the manual itself, the actual training strategy for the TOT and
the evaluation of trainee's outputs/performances during the training. Consistently, it is recommended as well as a
guide for teacher performance management in the classroom by school administrators/district supervisors and
provincial pedagogical advisers.
CONTENT/CONTEXT PROCESS OUTPUT/EFFECT
Learning objectives and
instructional activities are
defined for each thinking skill
level :
35 Group showed how to
teach the subject and
overcome
actual/authentic
classroom situation/
challenges by
35 Lessons must stick to both
short term‐memory (STM)
and long‐term memory
(LTM)1

30
 Creating 10  Learning objectives
and expected
evidence of learning
are expressed clearly
via WALT/WILF
2 Makes the Learner want to
learn more on his/her own
7
 Evaluating 9 Applying Communications Skills
for full learner‐engagement:
Evidence of higher
order/critical thinking2
(their
questions/ responses)
10
 Analyzing 7 o Managing
external
noise/static in
terms of physical
arrangements
appropriate for
learning activity
(tables/ chairs/
space)
3 Makes the learner consider
his/her classmates and other
people in the community as
learning resources
(conscious and purposive in
his/her search for
knowledge)
5
 Applying 5 o Using verbal/non‐
verbal and meta‐
verbal cues to
analyze
LEARNER's state
of engagement
(delighted,
puzzled/
confused, in deep
thought,
distracted, bored)
2 Reinforces the learning via
summaries, prompts, cues,
("class, note down what
Somsanith just said‐‐
Somsanith, kindly repeat
your shared insight"; )
5
1 The fun in games helps in STM; the processing of the game to extract the insights/ learning help in "understanding"; the
discussions/arguments/debates help LTM and deep learning because of the need for analysis, evaluation and creativity...
2 for DEEP LEARNING, any individual output/project/homework must be processed for reflective learning [ "in this activity/game, I learned
that ___(remembering and understanding)--and I can use this to____(applying); I think that we could also_____(analyzing). I therefore rate
this activity in terms of fun___, in terms of personal usefulness __and in terms of preparing me in the future___(evaluating). In teaching this to
my classmate/brother/sister I am going to make____ (planning/creating)."

2.  Understanding 3 o Using verbal/non‐
verbal and meta‐
verbal cues to
sustain LEARNER's
attention
3 Gives positive
reinforcements/ rewards for
effort/ or even for good
questions (clapping,
exemption from quiz, etc.)
3
 Remembering 1 o Object lessons/
Learning
materials/
activities appeal
to Learners' sense
of sight, hearing,
touching/ feeling,
smelling and
tasting
6
Applications/Samples/Activities
Relate to the students' real and
immediate life and the target
Teachers' context as well
(capacities/available resources)
 Made effective
use of
appropriate
learner centered
tools: (mindmaps
& other graphic
organizers/
indigenous
learning materials
10
Emphasis on Learning to BE
rather than learning ABOUT
(authentic learning)
Instead of just
"downloading" to the
learners, the FACILITATOR
emphasized DISCOVERY
via group work, peer‐to‐
peer discussions (using
dyads or partner‐system,
triads, or groups)
9
Prepared by: Noted by:
Joel Wayne Ganibe Dr. Bernadette V. Gonzales
DPTL‐Component 2 Team Leader, SESDP
Teacher Education & Training Specialist