|
| Components | | Description | Examples of scoring levels1 |
| Score 3 | Score 2 | Score 1 |
|
| Planning | (i) Planning actions: stating lesson goals, logical sequence of lesson components, and appraising students’ previous knowledge | (i) Presents the lesson or goals clearly | “I'll talk today about… I want to achieve in the time I have…" (Clear detailing of the subject and its implications and contributions) | (i) Defines clear structure for the lesson, with key sentences clearly listing the lesson's components | “The topic of this class is… and therefore… In conclusion…” | (i) Presents the lesson in general | “Today we will learn about...” (Writes on the blackboard the title of the lesson) |
| Information management | (ii) Logical information and guiding students to important information | (ii) Uses structured links between subjects; connecting topics | “ After we understood why it is so important … Now, we will read the first part of the story and see the dilemma… Speaking of this topic , I want to show you another source…” | (ii) Translates information for students, targets and guides throughout the lesson | “Now you will divide into groups... You have information about what to do... You'll notice that each group has a list of sources. Only use what is relevant for your group…” | (ii) Does not target material to students, no orderly prioritization of material | (After giving an oral presentation, with terminology unfamiliar to the “students”) “You can understand all these concepts with this example…” |
| Metacognition | Monitoring | (iii) Using common sense in timing, in planning and performance, and when dealing with content, learning materials, and accessories | (iii) Takes great pains to ensure that the lesson material is understood | “Everyone understood the dilemma?”… “Because…” (Encourages students to check whether they have understood) “Why is this different from other cases?” | (iii) Makes an effort to ensure students’ comprehension | “Any questions so far? Is everything clear?” | (iii) Does not check whether the students understood the lesson material | “Give me an example of a series” (Students answering: “TV series”) “A TV series. So what does that consist of? (Addresses the class but answers her own question)“First episode, second episode…” |
| Debugging | (iv) Handling content errors and general difficulties | (iv) Overcomes difficulties and continues the structured lesson | (Following student's question, says) “OK… It's not necessary… but we will see that it must be…” (Continues explanation with a comprehensive answer) | (iv) Discusses students’ misconceptions | (Following student's comment “What we thought is that…”) “But in the specific cases you have got , is there a connection?” | (iv) Has difficulty identifying problems and ignores them | (Following student's question, says) “Because each column is about a different subject. Should I explain it again? It is not understood?” (Does not explain again) |
| Evaluating | (v) Summary of lesson and dealing with the achievement of lesson goals and students' comprehension | (v) Clarifies new concepts taught in class (mentioning “why”) | “Let’s summarize what we’ve learned today so that everything is clear. In the next lessons we will continue…” | (v) Summarizes lesson and clarifies new concepts | “So what do we have here?” …
“What kind?”
“I think there were several types. You can see that...” | (v) Summarizes the lesson in general without reference to the students’ comprehension | “In conclusion, I wanted to illustrate that…” |
|
| Interest and value | (vi) “Teaching as a vision”; originality, creativity, and arousing interest | (vi) References arousing long-term interest in the students | “Now I will tell you a story that I hope will encourage you to teach, even when dealing with different kinds of students…” | (vi) Focuses on students' attention | An exciting beginning for the lesson, using a demonstration | (vi) References arousing short-term interest in the students | “Today we're going to talk about a very interesting subject...” |
| Motivation | Self-efficacy | (vii) Conducts the lesson efficiently; shows responsibility, involvement in the lesson, and self-confidence | (vii) Shows considerable self- confidence when providing students with feedback | (At the end of the class assignment, with a broad smile) “Each person gave what they had, and together you worked it out very nicely. There was mutual inspiration...” | (vii) Maintains control of the classroom, for example during tasks | (i) Reinforcement throughout the lesson: “Well done,” “Good job” and so on | (vii) Does not exhibit confidence when providing students with feedback | “How do we move from the first to the second part?”
(Student answers: “Add one”)
“OK, Add one, Let's think of another way...” |
| Teaching anxiety | (viii) Shows flexibility of thought, positive physiological reactions, and attentiveness and availability during the lesson | (viii) Shows consistent self-confidence and lack of anxiety through the lesson; controls the classroom | (i) Tone is clear and calm
(ii) Eye contact with “students”
(iii) Classroom space utilization: moves easily throughout the lesson | (viii) Reacts without teaching anxiety at specific points during the lesson | (ii) Fluent speech while answering a “student” | (viii) Does not show lack of teaching anxiety | (i) Confident stance only by the end of the lesson |
|
