PROPOSED RUBRIC FOR DEMO‐TEACHING/PERFORMANCE MANAGEMENT FOR INTEGRATION IN SUBJECT‐SPECIFIC TRAINING MANUALS  

using Revised Bloom’s Taxonomy of Thinking Skills 

 

Below is a performance rubric that can be applied to the manual itself, the actual training strategy for the TOT and the evaluation of trainee's outputs/performances during the training. Consistently,  it  is recommended as well as a guide  for  teacher  performance management  in  the  classroom  by  school  administrators/district  supervisors  and provincial pedagogical advisers. 

CONTENT/CONTEXT   PROCESS  OUTPUT/EFFECT Learning objectives and instructional activities are defined for each thinking  skill level : 

35  Group showed how to teach the subject and overcome actual/authentic  classroom situation/ challenges by 

35 Lessons must stick to both short term‐memory (STM) and long‐term memory (LTM)1 

 

30

Creating  10  Learning objectives and expected evidence of learning are expressed clearly via WALT/WILF 

2  Makes the Learner want to learn more on his/her own 

7 

Evaluating  9  Applying Communications Skills for full learner‐engagement: 

Evidence of higher order/critical thinking2 (their questions/ responses) 

10 

Analyzing  7  o Managing external noise/static in terms of physical arrangements appropriate for learning activity (tables/ chairs/ space) 

3  Makes the learner consider his/her classmates and other people in the community as learning resources (conscious and purposive in his/her search for knowledge) 

5 

Applying  5  o Using verbal/non‐verbal and meta‐verbal cues to analyze LEARNER's state of engagement (delighted, puzzled/ confused, in deep thought, distracted, bored) 

2  Reinforces the learning via summaries, prompts, cues, ("class, note down what Somsanith just said‐‐Somsanith, kindly repeat your shared insight"; )  

5 

   

                                                            1 The fun in games helps in STM; the processing of the game to extract the insights/ learning help in "understanding"; the discussions/arguments/debates help LTM and deep learning because of the need for analysis, evaluation and creativity... 2 for DEEP LEARNING, any individual output/project/homework must be processed for reflective learning [ "in this activity/game, I learned that ___(remembering and understanding)--and I can use this to____(applying); I think that we could also_____(analyzing). I therefore rate this activity in terms of fun___, in terms of personal usefulness __and in terms of preparing me in the future___(evaluating). In teaching this to my classmate/brother/sister I am going to make____ (planning/creating)."

Understanding  3  o Using verbal/non‐verbal and meta‐verbal cues to sustain LEARNER's attention 

3 Gives positive reinforcements/ rewards for effort/ or even for good questions (clapping, exemption from quiz, etc.) 

3

Remembering  1  o Object lessons/ Learning materials/ activities  appeal to Learners' sense of sight, hearing, touching/ feeling, smelling and tasting 

6

Applications/Samples/Activities Relate to the students' real and immediate life and the target Teachers' context as well (capacities/available resources) 

  Made effective use of appropriate learner centered tools: (mindmaps & other graphic organizers/ indigenous learning materials 

10     

Emphasis on Learning to BE rather than learning ABOUT (authentic learning) 

  Instead of just "downloading" to the learners, the FACILITATOR emphasized DISCOVERY via group work, peer‐to‐peer discussions (using dyads or partner‐system, triads, or groups) 

9

 

 

 

Prepared by:              Noted by: 

 

Joel Wayne Ganibe            Dr. Bernadette V. Gonzales DPTL‐Component 2            Team Leader, SESDP Teacher Education & Training Specialist