Evaluation and assessment in lesson planning is recommended and taught in effective
teacher programs. It is frequently omitted in practice. It can be a natural
extension of the first two steps in the plan (process and product learning).
It also provides focus for the teacher and students.
The evaluation portion of the lesson plan is presented as the third page. Note
that both product and process are evaluated. By evaluating the affective portion
of the lesson we afford it value. By noting and recognizing process skills we
give the student a clear message of the importance of life skills and learning
processes. If a student self monitoring procedure is also included as part of
student responsibility that message becomes even more definite.
Sample Process Lists |
| Tool Use: 1) use for intended purpose, 2) use with tender
loving care - stewardship; 3) Keep sharpened and in good condition; 4) return
to proper place when finished, 5) repair broken tools or stop using them
when no longer efficient |
| Tool Sharing: 1) Take one tool at a time; 2) return tool
to proper place before getting another; 3) if limited quantities of a tool
are available, and another asks to use the tool, set a reasonable time and
then relinquish at that point; 4) if long term use is envisioned, be willing
to relinquish a tool for a short term task when asked. |
| Consequences of failure to observe procedures and guidelines:
1) First time violation - orally review rules and commit to following them;
2) Second violation within short space of time - limit use of available
tools to those used correctly; 3) repeated failure to use tools correctly,
make restitution and forfeit use until restitution is completed; 4) possible
solution to poor stewardship - bring own equipment |
| Reflective Listening and sharing- Choices for Joining In:
1) Focus attention fully on the presentation of the speaker; 2) Frame ideas
in a personalized manner to get a sense of what is being said; 3) Try to
determine the feeling tone of the speaker - excitement, anxiety, tidiness,
uncertainty, other; 4) Ask for clarification about an idea; 5) Reflect back
what you believe the essence of the presentation was; 6) Move the idea forward,
giving credit to the original notions; 7) Thank the person for sharing ideas
and feelings. |
| Consequences for failure to communicate fairly: 1) Return
to work station and lose opportunity to participate in small group discussion;
2) Apologize to presenter before being allowed to resume group work; 3)
Identify issues with self and set up goal sheet to change responses. |
