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Exceeds
Expectations-
The instructional sequence
- and choices provide ample
opportunities to meet the objectives.
- is related to the real world, is
logical, clear, and it has a discernable beginning,
middle, & end.
- allows students to experience
appropriate phenomena and representations that supports
the concept.
- promotes student thinking about
phenomena by providing many opportunities for students to
express ideas and by guiding student interpretation and
reasoning.
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Meets
Expectations-
The instructional sequence
- and choices provide sufficient
opportunities to meet the objectives.
- has a discernable beginning,
middle, & end.
- allows students to experience
appropriate phenomena or representations that support the
concept.
- promotes student thinking about
phenomena by providing sufficient opportunities for
students to express ideas and by guiding student
interpretation and reasoning.
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Working Towards
Expectations-
The instructional sequences
- and choices provide some
opportunities for the students to meet the
objectives.
- makes attempts to have a
discernable beginning, middle, & end.
- allows students to experience
appropriate phenomena or representations related to but
does not directly support the objective.
- promotes student thinking about
phenomena by providing opportunities for students to
express ideas but there is no guiding of student
interpretation and reasoning.
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Does not meet
expectations-
The instructional sequences
- and choices provide limited
opportunities for the students to meet the
objectives.
- was logical but did not have a
beginning, middle, & end.
- allows students to experience
phenomena or representations that are not related to the
objectives.
- does not promote student thinking
about phenomena because it does not provide opportunities
for students to express ideas or it does not guide
interpretation and reasoning.
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Not adequate-
- There are no clear opportunities
for the students to meet the objectives.
- The instructional sequence was not
logical, or clear.
- The instructional sequence did not
allow students to experience phenomena.
- The instructional sequence did not
promote student thinking.
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