|Criteria||Promising (Score=1)||Accomplished (Score=2)||Exemplary (Score=3)|
|Imagination: Lesson takes a creative approach to solving one or more instructional challenges.||Wow us! There are no rules in this category because we’re looking for exemplary teaching that pushes the boundaries of course design. Perhaps you’re using an unconventional technology, or taking a multidimensional approach that engages students in exciting, new ways.|
|Instructional strategies: Activities, assignments and assessments in support of the learning objectives (desired outcomes).||Lesson design is simple, but effective. However, helpful strategies, such as chunking, recall of prior learning, or stimulating interest through cognitive dissonance, may be missing or incomplete.||Lesson design employs more than one instructional strategy in order to engage learners in multiple ways (problem solving, cooperative learning, modeling, activation of prior knowledge, etc.).||
Lesson design includes a wide variety of instructional strategies, such as:
|Lesson materials: Materials are well-designed and address multiple learning preferences. Instructions and definitions are clear.||Content is provided in manageable segments and is easily navigated. Presentation of materials uses more than one medium (e.g. print, visual, experiential, etc.).
Lesson includes a clear description of the activity, grading criteria and a general description of requirements.
|Content is provided in manageable segments, is easily navigated, and is presented in a variety of ways. Correlation to real-life situations is presented; student tasks sometimes require application. Lesson contains a list of the prerequisite skills and knowledge, expectations for each activity, (expected level of participation, time commitment), and specific instructions on how to proceed.||Content is provided in manageable segments and is easily navigated. Materials are well-designed and address multiple learning preferences. Lesson uses powerful visuals and well-organized print; and/or direct, vicarious, and virtual experiences; tasks require applications to real-life situations. In addition to overall expectations and instructions, each activity clearly indicates what students need to do, how they should submit results, any special instructions, etc.|
|Evidence of active learning: May include anecdotal evidence and statistical data.||Students and their learning needs are at the center of active learning. Activities promote comprehension and application.||Students and their learning needs are at the center of active learning. Activities promote analysis and synthesis of class content.||EStudents and their learning needs are at the center of active learning. Activities promote synthesis and evaluation of class content.|
|Achievement of desired learning outcomes: Competencies are observable, measurable and achievable.||Competencies are clearly stated. There is evidence of successful learning outcomes, but learning focuses more on facts rather than what the learner will be able to do upon successful completion of the learning experience.||Competencies are clearly stated at the application level or above. Competencies are observable and measurable by the instructor; however, some competencies could be improved upon to better communicate to the student the process or product to be observed and measured.||Competencies are clearly stated at the application level or above. Students are able to apply major knowledge, skills, and/or attitudes. The competencies are observable—the instructor and learner are able to see a product and/or process upon completion of the learning experience; all competencies are measurable.|
|Learner satisfaction: The instructor has demonstrated meaningful interaction with students.||Student responses indicate they are content with the effectiveness and engagement level of the lesson.||Student responses indicate that the lesson was highly effective and memorable.||Student responses indicate that the lesson had a transformative and lasting effect on them.|