Name of the flipchart Pythagorean theorem flipchart
Promethean Username Erica Johnson
Link http://www.prometheanplanet.com/en/Download.aspx?ContentId=18768 HOW WILL THE FLIPCHART BE GRADED? CATEGORY Total scores Scores obtain ed 2 1 0 A l i g n m e n t
w i t h
C u r r i c u l u m
2 2 Objective(s) are specific, content is accurate and is aligned to the standards Objectives are vague/ not mentioned, content is accurate and is aligned to the standards Objectives are vague, content is inaccurate/insufficie nt and is not aligned with the standards 2 2 Title , standards , essential question and specific objectives are mentioned in the flip chart Title and essential questions are mentioned but specific objectives are not mentioned. Neither title, essential questions nor specific objectives are mentioned in the lesson E n g a g e m e n t
a n d
i n t e r a c t i v i t y
2 2 Activities are varied (in 2 or more ways) and are suitable for the varied learning styles. Two different activities are there, but they are not suitable to varied learning styles. No variation in activities. A single activity is presented throughout the lesson, that all learners needed to be engaged in. 2 2 Includes activities that facilitate higher order thinking (analysis , synthesis , creation) Includes activities that facilitate comprehension and application of the concept Includes activities that only facilitate in the enhancement of knowledge of a particular concept 2 1 Provides more than two opportunities to the students for interaction, response and feedback Provide only two opportunities to the students for the interaction, response and feedback Provides no opportunity to the students for interaction, response and feedback 2 1 More than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Less than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts etc.) A s s e s s m e n t
2 2 Pre-assessment, assessment within the lesson and/or after the lesson is taken to ensure that the students' understanding is developed, throughout the lesson. And the feedback is also given to them. Assessment is taken once or twice. However, feedback is not the part of the lesson plan. No assessment is conducted throughout the lesson. 2 1 Students' understanding is assessed using higher order questions (Analysis, Synthesis and Creation) Students' understanding is assessed using lower order questions (comprehension and application) students' knowledge is assessed using knowledge level questions M a t h e m a t i c a l
c o n s t r u c t s
2 2 Procedural Fluency is developed using range of exercises and questions Procedural Fluency is developed to some extent and 1-2 questions are given for that Procedural Fluency is not at all developed. No evidence of Practicing Mathematics was found 2 2 Conceptual Understanding was developed by providing more than two aspects of a single concept Conceptual understanding was insufficiently developed by providing only two aspects of a concept Conceptual understanding is not at all developed. The whole focus is Procedural Fluency G r a p h i c s
&
P i c t u r e s
2 2 Graphic organizers and pictures are used and placed appropriately to catch students' attention and interest. Graphic organizers and pictures are used rarely or placed inappropriately to catch students' attention and interest. Graphic organizers and pictures are not used T e x t
C o l o r
a n d
b a c k g r o u n d s
2 2 Text color and size; image color and size; and background color make the flip chart legible and catchy. Text color and size; image color and size; and background color make the flip chart legible. Text color and size; image color and size; and background color make the flip chart illegible. O r g a n i z a t i o n
a n d
M e c h a n i c s
2 2 Information is presented in a logical sequence (easy to hard) and hence it is easy to follow. Some information is skipped which make the sequence difficult to follow. Information is not presented in a logical sequence (easy to hard) and hence it is very difficult to follow. 2 2 Clear directions are included on flipchart pages or in notes for each page of instruction or for each activity Vague directions are included on flipchart pages or in notes for each page of instruction or for each activity No directions are included on flipchart pages or in notes for each page of instruction or for each activity 2 2 Use of grammar, spelling and mechanics are accurate. Use of grammar, spelling and mechanics have 4-5 mistakes in it. Use of grammar, spelling and mechanics have more than 4-5 mistakes in it. C o p y r i g h t s
2 0 All the references are given Few references are given and few are missing No reference is given Total 32 27
Percentage
84.38
General Comments: Overall a good lesson plan. Just references are missing, I doubt if any external sources are used. However, a little more practice and relating mathematics with daily life, would have enriched the plan.
*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional- development/activinspire-flipchart-rubric.pdf
7 Rubrics for assessing the flipchart found online
Name of the flipchart pythagoras_20120
Promethean Username ALMAKASSED Association
Link http://www.prometheanplanet.com/en/Resources/Item/040947/proof-of-pythagoras HOW WILL THE FLIPCHART BE GRADED? CATEGORY Total scores Scores obtain ed 2 1 0 A l i g n m e n t
w i t h
C u r r i c u l u m
2 1 Objective(s) are specific, content is accurate and is aligned to the standards Objectives are vague/ not mentioned, content is accurate and is aligned to the standards Objectives are vague, content is inaccurate/insufficie nt and is not aligned with the standards 2 1 Title , standards , essential question and specific objectives are mentioned in the flip chart Title and essential questions are mentioned but specific objectives are not mentioned. Neither title, essential questions nor specific objectives are mentioned in the lesson E n g a g e m e n t
a n d
i n t e r a c t i v i t y
2 2 Activities are varied (in 2 or more ways) and are suitable for the varied learning styles. Two different activities are there, but they are not suitable to varied learning styles. No variation in activities. A single activity is presented throughout the lesson, that all learners needed to be engaged in. 2 0 Includes activities that facilitate higher order thinking (analysis , synthesis , creation) Includes activities that facilitate comprehension and application of the concept Includes activities that only facilitate in the enhancement of knowledge of a particular concept 2 2 Provides more than two opportunities to the students for interaction, response and feedback Provide only two opportunities to the students for the interaction, response and feedback Provides no opportunity to the students for interaction, response and feedback 2 1 More than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Less than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts etc.) A s s e s s m e n t
2 1 Pre-assessment, assessment within the lesson and/or after the lesson is taken to ensure that the students' understanding is developed, throughout the lesson. And the feedback is also given to them. Assessment is taken once or twice. However, feedback is not the part of the lesson plan. No assessment is conducted throughout the lesson. 2 1 Students' understanding is assessed using higher order questions (Analysis, Synthesis and Creation) Students' understanding is assessed using lower order questions (comprehension and application) students' knowledge is assessed using knowledge level questions M a t h e m a t i c a l
c o n s t r u c t s
2 0 Procedural Fluency is developed using range of exercises and questions Procedural Fluency is developed to some extent and 1-2 questions are given for that Procedural Fluency is not at all developed. No evidence of Practicing Mathematics was found 2 1 Conceptual Understanding was developed by providing more than two aspects of a single concept Conceptual understanding was insufficiently developed by providing only two aspects of a concept Conceptual understanding is not at all developed. The whole focus is Procedural Fluency G r a p h i c s
&
P i c t u r e s
2 2 Graphic organizers and pictures are used and placed appropriately to catch students' attention and interest. Graphic organizers and pictures are used rarely or placed inappropriately to catch students' attention and interest. Graphic organizers and pictures are not used T e x t
C o l o r
a n d
b a c k g r o u n d s
2 2 Text color and size; image color and size; and background color make the flip chart legible and catchy. Text color and size; image color and size; and background color make the flip chart legible. Text color and size; image color and size; and background color make the flip chart illegible. O r g a n i z a t i o n
a n d
M e c h a n i c s
2 2 Information is presented in a logical sequence (easy to hard) and hence it is easy to follow. Some information is skipped which make the sequence difficult to follow. Information is not presented in a logical sequence (easy to hard) and hence it is very difficult to follow. 2 0 Clear directions are included on flipchart pages or in notes for each page of instruction or for each activity Vague directions are included on flipchart pages or in notes for each page of instruction or for each activity No directions are included on flipchart pages or in notes for each page of instruction or for each activity 2 2 Use of grammar, spelling and mechanics are accurate. Use of grammar, spelling and mechanics have 4-5 mistakes in it. Use of grammar, spelling and mechanics have more than 4-5 mistakes in it. C o p y r i g h t s
2 1 All the references are given Few references are given and few are missing No reference is given Total 32 19
Percentage
5 59.38
*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional- development/activinspire-flipchart-rubric.pdf
General Comments: Objectives are not specified. However, the lesson covers the concepts of Pythagoras theorem in detail. Various visual proofs are presented. However, student engagement seems minimum. It would be better if the students are engaged in creating and evaluating proofs. Moreover, real world application of the Pythagoras theorem is missing.
8 Rubrics for assessing the flipchart found online Name of the flipchart Pythagoras Promethean Username N/A
Link http://www.prometheanplanet.com/en/Resources/Item/25845/pythagoras#.U8XA4fmSwpo
HOW WILL THE FLIPCHART BE GRADED? CATEGORY Total scores Scores obtain ed 2 1 0 A l i g n m e n t
w i t h
C u r r i c u l u m
2 1 Objective(s) are specific, content is accurate and is aligned to the standards Objectives are vague/ not mentioned, content is accurate and is aligned to the standards Objectives are vague, content is inaccurate/insufficie nt and is not aligned with the standards 2 1 Title , standards , essential question and specific objectives are mentioned in the flip chart Title and essential questions are mentioned but specific objectives are not mentioned. Neither title, essential questions nor specific objectives are mentioned in the lesson E n g a g e m e n t
a n d
i n t e r a c t i v i t y
2 2 Activities are varied (in 2 or more ways) and are suitable for the varied learning styles. Two different activities are there, but they are not suitable to varied learning styles. No variation in activities. A single activity is presented throughout the lesson, that all learners needed to be engaged in. 2 1 Includes activities that facilitate higher order thinking (analysis , synthesis , creation) Includes activities that facilitate comprehension and application of the concept Includes activities that only facilitate in the enhancement of knowledge of a particular concept 2 2 Provides more than two opportunities to the students for interaction, response and feedback Provide only two opportunities to the students for the interaction, response and feedback Provides no opportunity to the students for interaction, response and feedback 2 0 More than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Less than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts etc.) A s s e s s m e n t
2 2 Pre-assessment, assessment within the lesson and/or after the lesson is taken to ensure that the students' understanding is developed, throughout the lesson. And the feedback is also given to them. Assessment is taken once or twice. However, feedback is not the part of the lesson plan. No assessment is conducted throughout the lesson. 2 2 Students' understanding is assessed using higher order questions (Analysis, Synthesis and Creation) Students' understanding is assessed using lower order questions (comprehension and application) students' knowledge is assessed using knowledge level questions M a t h e m a t i c a l
c o n s t r u c t s
2 2 Procedural Fluency is developed using range of exercises and questions Procedural Fluency is developed to some extent and 1-2 questions are given for that Procedural Fluency is not at all developed. No evidence of Practicing Mathematics was found 2 2 Conceptual Understanding was developed by providing more than two aspects of a single concept Conceptual understanding was insufficiently developed by providing only two aspects of a concept Conceptual understanding is not at all developed. The whole focus is Procedural Fluency G r a p h i c s
&
P i c t u r e s
2 1 Graphic organizers and pictures are used and placed appropriately to catch students' attention and interest. Graphic organizers and pictures are used rarely or placed inappropriately to catch students' attention and interest. Graphic organizers and pictures are not used T e x t
C o l o r
a n d
b a c k g r o u n d s
2 1 Text color and size; image color and size; and background color make the flip chart legible and catchy. Text color and size; image color and size; and background color make the flip chart legible. Text color and size; image color and size; and background color make the flip chart illegible. O r g a n i z a t i o n
a n d
M e c h a n i c s
2 2 Information is presented in a logical sequence (easy to hard) and hence it is easy to follow. Some information is skipped which make the sequence difficult to follow. Information is not presented in a logical sequence (easy to hard) and hence it is very difficult to follow. 2 0 Clear directions are included on flipchart pages or in notes for each page of instruction or for each activity Vague directions are included on flipchart pages or in notes for each page of instruction or for each activity No directions are included on flipchart pages or in notes for each page of instruction or for each activity 2 2 Use of grammar, spelling and mechanics are accurate. Use of grammar, spelling and mechanics have 4-5 mistakes in it. Use of grammar, spelling and mechanics have more than 4-5 mistakes in it. C o p y r i g h t s
2 0 All the references are given Few references are given and few are missing No reference is given Total 32 21
Percentage
65.63%
General Comments: To improve, include the references and directions in notes. Also use multiple modalities to teach the concept, other than text and pictures. Questions are well-thought out and there is sufficient material that could promote conceptual development.
*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional- development/activinspire-flipchart-rubric.pdf
9 Rubrics for assessing the flipchart found online
Name of the flipchart Pythagoras theorem
Promethean Username Not mentioned
Link http://www.prometheanplanet.com/en/Download.aspx?ContentId=27229 HOW WILL THE FLIPCHART BE GRADED? CATEGORY Total scores Scores obtain ed 2 1 0 A l i g n m e n t
w i t h
C u r r i c u l u m
2 2 Objective(s) are specific, content is accurate and is aligned to the standards Objectives are vague/ not mentioned, content is accurate and is aligned to the standards Objectives are vague, content is inaccurate/insufficie nt and is not aligned with the standards 2 2 Title , standards , essential question and specific objectives are mentioned in the flip chart Title and essential questions are mentioned but specific objectives are not mentioned. Neither title, essential questions nor specific objectives are mentioned in the lesson E n g a g e m e n t
a n d
i n t e r a c t i v i t y
2 2 Activities are varied (in 2 or more ways) and are suitable for the varied learning styles. Two different activities are there, but they are not suitable to varied learning styles. No variation in activities. A single activity is presented throughout the lesson, that all learners needed to be engaged in. 2 2 Includes activities that facilitate higher order thinking (analysis , synthesis , creation) Includes activities that facilitate comprehension and application of the concept Includes activities that only facilitate in the enhancement of knowledge of a particular concept 2 2 Provides more than two opportunities to the students for interaction, response and feedback Provide only two opportunities to the students for the interaction, response and feedback Provides no opportunity to the students for interaction, response and feedback 2 0 More than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Less than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts etc.) A s s e s s m e n t
2 2 Pre-assessment, assessment within the lesson and/or after the lesson is taken to ensure that the students' understanding is developed, throughout the lesson. And the feedback is also given to them. Assessment is taken once or twice. However, feedback is not the part of the lesson plan. No assessment is conducted throughout the lesson. 2 2 Students' understanding is assessed using higher order questions (Analysis, Synthesis and Creation) Students' understanding is assessed using lower order questions (comprehension and application) students' knowledge is assessed using knowledge level questions M a t h e m a t i c a l
c o n s t r u c t s
2 2 Procedural Fluency is developed using range of exercises and questions Procedural Fluency is developed to some extent and 1-2 questions are given for that Procedural Fluency is not at all developed. No evidence of Practicing Mathematics was found 2 2 Conceptual Understanding was developed by providing more than two aspects of a single concept Conceptual understanding was insufficiently developed by providing only two aspects of a concept Conceptual understanding is not at all developed. The whole focus is Procedural Fluency G r a p h i c s
&
P i c t u r e s
2 2 Graphic organizers and pictures are used and placed appropriately to catch students' attention and interest. Graphic organizers and pictures are used rarely or placed inappropriately to catch students' attention and interest. Graphic organizers and pictures are not used T e x t
C o l o r
a n d
b a c k g r o u n d s
2 2 Text color and size; image color and size; and background color make the flip chart legible and catchy. Text color and size; image color and size; and background color make the flip chart legible. Text color and size; image color and size; and background color make the flip chart illegible. O r g a n i z a t i o n
a n d
M e c h a n i c s
2 2 Information is presented in a logical sequence (easy to hard) and hence it is easy to follow. Some information is skipped which make the sequence difficult to follow. Information is not presented in a logical sequence (easy to hard) and hence it is very difficult to follow. 2 2 Clear directions are included on flipchart pages or in notes for each page of instruction or for each activity Vague directions are included on flipchart pages or in notes for each page of instruction or for each activity No directions are included on flipchart pages or in notes for each page of instruction or for each activity 2 2 Use of grammar, spelling and mechanics are accurate. Use of grammar, spelling and mechanics have 4-5 mistakes in it. Use of grammar, spelling and mechanics have more than 4-5 mistakes in it. C o p y r i g h t s
2 0 All the references are given Few references are given and few are missing No reference is given Total 32 28
Percentage
87.5%
General Comments: Exemplary lesson. To improve, include the references and use multiple modes to present your ideas rather than just sticking to pictures and text.
*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional- development/activinspire-flipchart-rubric.pdf
10 Rubrics for assessing the flipchart found online
Name of the flipchart Pythagoras
Promethean Username CHRISTOPHER BIRCH
Link http://www.prometheanplanet.com/en/Resources/Item/35645/pythagoras#.U8XCYvmSwpo
HOW WILL THE FLIPCHART BE GRADED? CATEGORY Total scores Scores obtain ed 2 1 0 A l i g n m e n t
w i t h
C u r r i c u l u m
2 1 Objective(s) are specific, content is accurate and is aligned to the standards Objectives are vague/ not mentioned, content is accurate and is aligned to the standards Objectives are vague, content is inaccurate/insufficie nt and is not aligned with the standards 2 2 Title , standards , essential question and specific objectives are mentioned in the flip chart Title and essential questions are mentioned but specific objectives are not mentioned. Neither title, essential questions nor specific objectives are mentioned in the lesson E n g a g e m e n t
a n d
i n t e r a c t i v i t y
2 1 Activities are varied (in 2 or more ways) and are suitable for the varied learning styles. Two different activities are there, but they are not suitable to varied learning styles. No variation in activities. A single activity is presented throughout the lesson, that all learners needed to be engaged in. 2 1 Includes activities that facilitate higher order thinking (analysis , synthesis , creation) Includes activities that facilitate comprehension and application of the concept Includes activities that only facilitate in the enhancement of knowledge of a particular concept 2 1 Provides more than two opportunities to the students for interaction, response and feedback Provide only two opportunities to the students for the interaction, response and feedback Provides no opportunity to the students for interaction, response and feedback 2 0 More than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts, etc.) Less than three mediums are used to illustrate facts, concepts and procedures (images, web links, movies, sounds, action, texts etc.) A s s e s s m e n t
2 1 Pre-assessment, assessment within the lesson and/or after the lesson is taken to ensure that the students' understanding is developed, throughout the lesson. And the feedback is also given to them. Assessment is taken once or twice. However, feedback is not the part of the lesson plan. No assessment is conducted throughout the lesson. 2 1 Students' understanding is assessed using higher order questions (Analysis, Synthesis and Creation) Students' understanding is assessed using lower order questions (comprehension and application) students' knowledge is assessed using knowledge level questions M a t h e m a t i c a l
c o n s t r u c t s
2 1 Procedural Fluency is developed using range of exercises and questions Procedural Fluency is developed to some extent and 1-2 questions are given for that Procedural Fluency is not at all developed. No evidence of Practicing Mathematics was found 2 1 Conceptual Understanding was developed by providing more than two aspects of a single concept Conceptual understanding was insufficiently developed by providing only two aspects of a concept Conceptual understanding is not at all developed. The whole focus is Procedural Fluency G r a p h i c s
&
P i c t u r e s
2 1 Graphic organizers and pictures are used and placed appropriately to catch students' attention and interest. Graphic organizers and pictures are used rarely or placed inappropriately to catch students' attention and interest. Graphic organizers and pictures are not used T e x t
C o l o r
a n d
b a c k g r o u n d s
2 1 Text color and size; image color and size; and background color make the flip chart legible and catchy. Text color and size; image color and size; and background color make the flip chart legible. Text color and size; image color and size; and background color make the flip chart illegible. O r g a n i z a t i o n
a n d
M e c h a n i c s
2 1 Information is presented in a logical sequence (easy to hard) and hence it is easy to follow. Some information is skipped which make the sequence difficult to follow. Information is not presented in a logical sequence (easy to hard) and hence it is very difficult to follow. 2 2 Clear directions are included on flipchart pages or in notes for each page of instruction or for each activity Vague directions are included on flipchart pages or in notes for each page of instruction or for each activity No directions are included on flipchart pages or in notes for each page of instruction or for each activity 2 2 Use of grammar, spelling and mechanics are accurate. Use of grammar, spelling and mechanics have 4-5 mistakes in it. Use of grammar, spelling and mechanics have more than 4-5 mistakes in it. C o p y r i g h t s
2 0 All the references are given Few references are given and few are missing No reference is given Total 32 17
Percentage
53.13
General Comments: To improve, include the pre-assessment questions. Moreover, also add activities/question answers that triggers students' higher order thinking and develop their conceptual understanding. Also include references and directions in notes.
*Rubric adapted from http://www.prometheanplanet.com/documents/uk-us/pdf/professional- development/activinspire-flipchart-rubric.pdf General Comments: To improve the flip-chart, include practice questions and also other visual proofs that leads to improved conceptual understanding. Also include the references in the end.