Inquiry Rubric

Criteria	Unacceptable (1 pt.)	Acceptable (2 pts.)	Target (3 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety; included the standard number.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives displayed clearly or stated, but not both.	Objectives displayed clearly and stated at the start of the lesson, or as covered.
Presentation of Problem/Issue	Problem/Issue not presented clearly.	Problem/Issue presented; not spotlighted sufficiently.	Clear presentation of the problem/issue; spotlighted well.
Quality of Problem/Issue	The problem/issue failed to engage students in work that was meaningful.	The problem/issue engaged students in work that was meaningful most of the time.	The problem/issue engaged students in work that was meaningful.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Adequate detail; sequenced properly.	Very thorough; sequenced properly.
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented clearly; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Inquiry Format	Alignment between all steps (problem/question, hypothesizing, data gathering/analysis & review) was not clear.	The lesson stayed on track most of the time.	The lesson stayed on track from start to finish. Hypothesizing, data gathering/analysis, and review were tied directly to the question/problem
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Student Involvement	Students were not actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during the entire lesson.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson or student talk was not productive.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Lesson Closure	Amount of time set aside for review of objectives was too little or too much, and/or students not actively engaged in a check of their understanding.	Adequate amount of time set aside for review of objectives, and/or students actively engaged in a check of their understanding.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provided for minimal practice/application of the learning that occurred in class.	Assignment provided for adequate practice or application of the learning that occurred in class.	Assignment promoted effective practice or application of the leaning that occurred in class.

Debate Rubric

Criteria	Unacceptable (1 pt.)	Acceptable (2 pts.)	Target (3 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and included the standard number.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives displayed clearly or stated, but not both.	Objectives displayed clearly and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Quality of Debate Resolution	There was not a good connection between the resolution and meaningful content.	The connection between the resolution and meaningful content was indirect.	The connection between the resolution and meaningful content was direct.
Selection of Resolution	Both sides did not have an equal shot at winning the debate since the resolution strongly favored one side.	The resolution slightly favored one team.	Both sides had an equal shot at winning the debate.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Most instructional procedures contained adequate detail and/or sequence was proper.	Instructional procedures very thorough; sequenced properly.
Debate Format	The format was difficult to grasp, and/or not presented clearly to students.	Minor problems in format or minor problems occurred with respect to spotlighting the format.	Format well organized; presented clearly to students.
Debate Rubric	A clear rubric not presented before the debate and/or most criteria not clear to students.	A clear rubric presented before the debate; most criteria clear to students.	A clear rubric presented before the debate; all criteria used to judge the debate made clear to students.
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Research	Spoon feeding of information occurred during preparation. Critical thinking was limited.	Spoon feeding of information did not occur. Critical thinking was promoted most of the time.	Critical thinking was promoted during the gathering/analysis of research information.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Student Involvement	Students were not actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during the entire lesson.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson or student talk was not productive.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Use of Debate Rubric	Very limited review of criteria used to judge the debate and/or limited information provided concerning team strengths/weaknesses.	Adequate review of criteria used to judge the debate and/or information with respect to debate team strengths/weaknesses was adequate.	Sufficient review of criteria used to judge the debate; informed debate teams of strengths/weaknesses.
Lesson Closure	Amount of time set aside for review of objectives was too little or too much, and/or students not actively engaged in a check of their understanding.	Adequate amount of time set aside for review of objectives, and/or students actively engaged in a check of their understanding.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provided for minimal practice or application of the learning that occurred in class.	Assignment provided for adequate practice or application of the learning that occurred in class.	Assignment promoted effective practice or application of the leaning that occurred in class.

Socratic Seminar Rubric

Criteria	Unacceptable (1, 2 pts.)	Acceptable (3, 4 pts.)	Target (5 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and included the standard number.
Selection of Main Topic	The main topic was not a good match for a Socratic seminar.	The main topic was adequate for a Socratic seminar.	The main topic was well suited for a Socratic seminar.
Presentation of Main Topic	Main topic not identified or singled out.	Main topic identified, but not spotlighted sufficiently.	Clear presentation of the main topic under discussion; spotlighted well.
Content Focus of Objectives	Most objectives tied to trivial information	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives clearly or stated, but not both.	Objectives clearly displayed and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Adequate detail and/or sequenced properly.	Very thorough; sequenced properly.
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Quality of Questions	Several questions did not promote critical thinking.	Most teacher questions promoted critical thinking.	All teacher questions promoted critical thinking.
Use of Source Material	Source material was limited and/or the material was not used to set up good questions.	Source material was used periodically to set up good questions.	Source material was used throughout the lesson to set up good questions.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Student Interaction	Student-to-student interaction was infrequent.	Student-to-student interaction occurred periodically.	Student-to-student interaction was frequent.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long, or most transitions not smooth.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Lesson Closure	Amount of time set aside for review of objectives was too little or too much, and/or students not actively engaged in a check of their understanding.	Adequate amount of time set aside for review of objectives, and/or students actively engaged in a check of their understanding.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provided for minimal practice or application of the learning that occurred in class.	Assignment provided for adequate practice or application of the learning that occurred in class.	Assignment promoted effective practice or application of the leaning that occurred in class.

Role Play Rubric

Criteria	Unacceptable (1 pt.)	Acceptable (2 pts.)	Target (3 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and includes the standard number.
Quality of Problem/Dilemma	Problem/Dilemma loosely connected to meaningful content.	Problem/Dilemma indirectly connected to meaningful content.	Problem/Dilemma directly connected to meaningful content.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives displayed or stated clearly, but not both.	Objectives displayed clearly and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Most instructional procedures contained adequate detail and/or sequence was proper.	Instructional procedures very thorough; sequenced properly.
Introduction of Characters	Characters were not introduced clearly.	All characters were introduced clearly, but not at the best time (each group did not know which character they would be playing.	All characters were introduced clearly and at the best time (so each group would know which character they would be playing.
Development/Use of Characters	Few perspectives addressed by the various characters.	Most characters provided a unique perspective on the main issue.	Each character provided a unique perspective on the main issue.
Critical Thinking During Preparation	Most guiding questions for characters did not promote critical thinking; too much spoon feeding.	Most guiding questions for characters promoted critical thinking	All guiding questions for characters promoted critical thinking
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time	Clear behavioral expectations presented at the most appropriate time.
Student Accountability	Two or more of the following occurred: Selection of actors not delayed until right before the enactment, non actor task was not announced after actors were selected, forgot to call on non actors	One of the following occurred: Selection of actors not delayed until right before the enactment, non actor task was not announced after actors were selected, forgot to call on non actors after the enactment	Selection of actors delayed until right before the enactment, non actor task announced after actors were selected, and some non actors were called on following the enactment.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long and/or most transitions were not smooth.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Follow Up Discussion	One or more of the following occurred: information contribution of each character not spotlighted, insufficient summary of the problem/dilemma, students not engaged in review of objectives.	Information contribution of each character spotlighted; adequate summary of the problem/dilemma; students engaged in review of objectives.	Information contribution of each character spotlighted; detailed summary of the problem/dilemma; students engaged in review of objectives.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provides for minimal practice or application of the learning that occurred in class.	Assignment provides for adequate practice or application of the learning that occurred in class.	Assignment promotes effective practice or application of the leaning that occurred in class.

Problem Based Rubric

Criteria	Unacceptable (1, 2 pts.)	Acceptable (3, 4 pts.)	Target (5 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and includes the standard number.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives clearly displayed or stated, but not both.	Objectives clearly displayed and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Presentation of Problem/Issue	Problem/Issue not presented clearly.	Problem/Issue identified, but not spotlighted sufficiently.	Clear presentation of the problem/issue; spotlighted well.
Quality of Problem/Issue	Problem/Issue not connected to meaningful content. Student work not very productive.	Problem/Issue indirectly related to meaningful content. Engaged students in work that was productive.	Problem/Issue directly related to meaningful content. Engaged students in work that was productive.
Encouraged Inferences	No attempt made to get student to make inferences from the What-We-Know list.	Attempt made to get students to make inferences from the What-We-Know list.	Strongly encouraged students to make inferences from the What-We-Know list.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Adequate detail and/or sequenced properly.	Very thorough; sequenced properly.
Metacognitive Thinking	Limited number of opportunities provided for metacognitive thinking.	Adequate number of opportunities provided for metacognitive thinking	Several opportunities provided for metacognitive thinking
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long, or most transitions not smooth.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Student Involvement	Students were not actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during the entire lesson.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Lesson Closure	Amount of time set aside for review of objectives was too little or too much, and/or students not actively engaged in a check of their understanding.	Adequate amount of time set aside for review of objectives, and/or students actively engaged in a check of their understanding.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding.
Student Performance	Limited opportunity provided for students to demonstrate what they learned.	Opportunity provided for students to demonstrate what they learned (in class, or for homework). The opportunity was adequate but not very creative.	Creative opportunity provided for students to demonstrate what they learned (in class, or for homework).
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provided for minimal practice or application of the learning that occurred in class.	Assignment provided for adequate practice or application of the learning that occurred in class.	Assignment promoted effective practice or application of the leaning that occurred in class.

Jigsaw Rubric

Criteria	Unacceptable (1 pt.)	Acceptable (2 pts.)	Target (3 pts.)
Curriculum Alignment	Insufficient evidence provided to indicate alignment of lesson topic with state standard.	Lesson topic aligned with state standard. Incomplete identification of the state standard.	Lesson topic aligned with state standard. Standard written in its entirety, and includes the standard number.
Content Focus of Objectives	Most objectives tied to trivial information.	Attempt made to tie objectives to useful information; the connection needs to be stronger.	All objectives tied to information that is useful and transferrable.
Quality of Objectives	Most objectives not written clearly/lack specificity or difficult to measure.	Majority of objectives written clearly, were specific, can be measured.	All objectives written clearly, were specific, can be measured.
Introduction of Objectives	Objectives not introduced clearly.	Objectives clearly displayed or stated, but not both.	Objectives clearly displayed and stated at the start of the lesson, or as covered.
Impact of Lesson Set	Lesson set did not focus student attention on the topic, and/or students not engaged in the set.	Lesson set focused student attention on the topic; student engagement was adequate.	Lesson set focused student attention on the topic; students engaged actively.
Group Formation	Groups formed incorrectly and /or too much time wasted.	Groups formed correctly; minimal time wasted.	Groups formed correctly and swiftly.
Presentation of Main Topic	Main topic not identified.	Main topic identified, but not spotlighted sufficiently.	Clear presentation of the main topic under discussion; spotlighted well.
Quality of Instructional Procedures	Instructional procedures too sketchy and/or sequenced improperly.	Adequate detail and/or sequenced properly.	Very thorough; properly sequenced.
Quality of Questions	Several questions did not promote critical thinking.	Most teacher questions promoted critical thinking.	All teacher questions promoted critical thinking.
Behavioral Expectations	Behavioral expectations not clear and/or rarely presented at the most appropriate time.	Clear behavioral expectations presented; not always presented at most appropriate time.	Clear behavioral expectations presented at the most appropriate time.
Student Accountability	Ineffective assessment of student involvement during the meeting of experts.	A mechanism/procedure was in place to assess student involvement during the meeting of experts; the mechanism/procedure was effective most of the time.	A clear mechanism/procedure was in place that made it possible to assess student involvement during the meeting of experts.
Monitors/Adjusts	Student behavior/understanding not monitored regularly, and/or most adjustments were not sound and/or timely.	Student behavior/understanding monitored regularly; most adjustments sound and/or timely.	Student behavior/ understanding monitored regularly; sound adjustments made in timely manner.
Checks for Understanding	Failed to check for understanding at appropriate times, and/or the checks were not effective.	Most checks for understanding occurred at appropriate times, and/or the checks were effective.	Checked for understanding at appropriate times; the checks were effective.
Pacing	Time not used wisely. Key parts of the lesson rushed or dragged on too long, or most transitions not smooth.	Most of allotted time used wisely. Most transitions were smooth.	Time used productively to maximize student learning. Transitions were smooth.
Volume	Initial voice volume reflected timidity, and/or inappropriate fluctuations occurred during the lesson.	Voice volume was adequate. An acceptable level of confidence exhibited.	Initial voice volume reflected confidence. Volume remained at a comfortable level throughout the lesson.
Enthusiasm	Body language and/or voice reflected minimal interest and excitement about the lesson.	Body language and/or voice reflected adequate interest and excitement about the lesson.	Body language and voice reflected genuine interest and excitement about the lesson.
Audio/Visuals	At least one of the following occurred: Audio/Visuals failed to capture student interest, they did not support key points, or distractions occurred.	Audio/Visuals were adequate. They often captured student interest and/or supported key points. No sounds/graphics were distracting.	Audio/Visuals always captured student interest and supported key points. No sounds/graphics were distracting.
Student Involvement	Students were not actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during most of the lesson.	Students were actively involved as thinkers during the entire lesson.
Directions	Directions lacked clarity and/or several students were not paying attention when instructions provided.	Directions were adequate. Most of the time they were clear and/or most students were attentive to them.	Directions were very clear throughout the lesson. Student attention captured when directions provided.
Student Talk	Teacher talk dominated the lesson.	Equal amount of teacher talk and productive student talk.	Student talk exceeded teacher talk. Student talk was productive.
Problem Solving Opportunity	The presentation of problems to cover all expert parts was inadequate. Limited critical thinking occurred.	Critical thinking promoted as problems were presented to assess group learning of most of the expert parts.	Critical thinking promoted as problems were presented to assess group learning of all expert parts.
Lesson Closure	At least one of the following occurred: Amount of time set aside for review of objectives was limited or too lengthy, students not actively engaged in a check of their understanding, failed to check to make sure students learned what their experts taught.	Adequate amount of time set aside for review of objectives. Students actively engaged in a check of their understanding; checked to make sure students learned what their experts taught.	Appropriate amount of time set aside for review of objectives; students actively engaged in a check of their understanding; checked to make sure students learned what their experts taught.
Alignment of Homework	Homework not aligned well with the objectives.	Most of the assignment aligned with the objectives.	Homework aligned with the objectives.
Quality of Homework	Assignment provides for minimal practice or application of the learning that occurred in class.	Assignment provides for adequate practice or application of the learning that occurred in class.	Assignment promotes effective practice or application of the leaning that occurred in class.