Higher Order Thinking Questions
RUBRIC
TEACHER Self Evaluation of a Lesson
Highly Effective
4
Effective
3
Improvement Needed
2
Does not meet Standards
1
Score
Lesson Introduction
The set induction used hooked the interest of the entire class.
The set induction used hooked the interest of some students in the class.
The set induction used hooked a few students in the class.
The set induction used did not relate to the topic of the lesson.
Design of Lesson
The lesson was designed with clear, measurable goals closely aligned with standards and unit outcomes.
The lesson was designed to focus on measurable outcomes aligned with unit goals.
The lesson was designed with some consideration of long-term goals.
The lesson was aimed primarily at entertaining students or covering textbook chapters.
Use of Higher Order Thinking questions (HOTS)
I included higher order thinking questions within the lesson to exploit teachable moments and foster critical and creative thinking amongst students.
I included some higher order thinking questions within the lesson to take advantage of teachable moments and foster critical and creative thinking amongst students.
I focused on implementing the lesson plan and sometimes missed teachable moments and the opportunity to let students think critically and creatively.
I was rigid and inflexible with the lesson plan and rarely took advantage of any teachable moments and the opportunity to let students think critically and creatively.
Scaffolding
The lesson skillfully met the learning needs and styles of all students by differentiating and scaffolding.
The lesson differentiated and scaffolded instructions to accommodate most students’ learning needs.
The lesson attempted to accommodate students with special needs, with mixed success.
The lesson failed to provide for differentiated instruction for students with special needs.
Presentation of Lesson
Content presented clearly and explicitly, with well-chosen examples and vivid and
TEACHER Self Evaluation of a Lesson
Highly Effective
4
Effective
3
Improvement Needed
2
Does not meet Standards
1
Score
Lesson Introduction
The set induction used hooked the interest of the entire class.
The set induction used hooked the interest of some students in the class.
The set induction used hooked a few students in the class.
The set induction used did not relate to the topic of the lesson.
Design of Lesson
The lesson was designed with clear, measurable goals closely aligned with standards and unit outcomes.
The lesson was designed to focus on measurable outcomes aligned with unit goals.
The lesson was designed with some consideration of long-term goals.
The lesson was aimed primarily at entertaining students or covering textbook chapters.
Use of Higher Order Thinking questions (HOTS)
I included higher order thinking questions within the lesson to exploit teachable moments and foster critical and creative thinking amongst students.
I included some higher order thinking questions within the lesson to take advantage of teachable moments and foster critical and creative thinking amongst students.
I focused on implementing the lesson plan and sometimes missed teachable moments and the opportunity to let students think critically and creatively.
I was rigid and inflexible with the lesson plan and rarely took advantage of any teachable moments and the opportunity to let students think critically and creatively.
Scaffolding
The lesson skillfully met the learning needs and styles of all students by differentiating and scaffolding.
The lesson differentiated and scaffolded instructions to accommodate most students’ learning needs.
The lesson attempted to accommodate students with special needs, with mixed success.
The lesson failed to provide for differentiated instruction for students with special needs.
Presentation of Lesson
Content presented clearly and explicitly, with well-chosen examples and vivid and