TEACHING DEMONSTRATION RUBRIC (Group ___)

Please be guided with the following criteria for rating your demonstration. This is based on DepEd Order No. 3 series 2016 .

CRITERIA Exemplary (10) Proficient (8) Satisfactory (6) Needs Improvement (4)
Selecting Instructional Teachers’ objectives reflect high level learning Teacher's objectives represent valuable learning and Teacher's objectives are moderate value or suitability for Teacher's objectives represent trivial learning, are unsuitable for
Objectives related to curriculum framework and standards; are suitable for most students in the class; they reflect students in the class, consisting of a combination of students, or are stated only as instructional activities, and they do not
they are adapted, where necessary, to the needs opportunities for integration and permit objectives and activities, some of which permit practical/ permit practical/ workable methods of assessment.
of individual students, and permit practical/ practical/workable methods of assessment. workable methods of assessment.
workable methods of assessment.

Mapping Coherent Instruction All of the elements of the instructional design Most of the elements of the instructional design Some of the elements of the instructional design The various elements of the instructional design do not support the
support the stated objectives, engage students in support the stated instructional objectives and engage support the stated instructional objectives and engage stated instructional objectives or engage students in meaningful
meaningful learning, and show evidence of students in meaningful learning and the lesson or unit students in meaningful learning, while others do not. learning and the lesson or unit has no defined structure.
student input. Teacher's lesson or unit is highly has clearly defined structure. Teacher's lesson plan or unit has recognizable structure.
coherent and has a clear structure
Instructional materials, All materials and resources support the All materials and resources support the instructional Some of the materials and resources support the Materials and resources do not support the instructional objectives
resources and technology instructional objectives and key concepts, and objectives and key concepts, and most engage in instructional objectives and key concepts, and some and key concepts or engage students in meaningful learning.
most engage students in meaningful learning. meaningful learning. Technology used to support engage students in meaningful learning.
There is evidence of student participation in instruction.
selecting or adapting materials.

Classroom management: Classroom routines and procedures are seamless Classroom routines and procedures have been Classroom routines and procedures have been Classroom routines and procedures are partly inefficient, resulting in
Managing classroom procedures in their operation, and students assume established and function smoothly for the most part, established, but function unevenly or inconsistently, with the loss of much instructional time.
considerable responsibility for their smooth with little loss of instructions time. some loss of instruction time.
functioning.

Teaching- Learning Process: Teacher's knowledge of content and pedagogy is Teacher demonstrates solid understanding of the Teacher's content and pedagogical knowledge Teacher displays little understanding of the subject or structure of the
Knowledge of Content and extensive, showing evidence of continuing search content and its prerequisite relationships and represents basic understanding but does not extend to discipline, or of content-related pedagogy.
Pedagogy for improved practice. Teacher actively builds on connections with other disciplines. Teacher's connections with other disciplines or to possible student
knowledge of prerequisite and misconceptions instructional practices reflect current pedagogical misconceptions.
when describing instruction or seeking causes for knowledge.
student misunderstanding.

Questioning and Discussion Teacher formulates many high-level questions Teacher's use of questioning and discussion Teacher's use of questioning and discussion techniques Teacher makes poor use of questioning and discussion techniques ,
Skills and assumes responsibility for the participation techniques reflects high level questions, true is uneven, with some high-level questions, attempts at with low level questions, limited student participation, and little true
of all students in the discussion discussion, and full participation by all students. true discussion, and moderate student participation. discussion.

Learning Activities Learning activities are highly relevant to students Most of the learning activities are suitable to students Only some of the learning activities are suitable to Learning activities are not suitable to students or instructional
and instructional objectives and key concepts. and instructional objectives and key concepts. students or instructional objectives and key concepts. objectives and key concepts.

Use of Language Teacher's spoken and written language is correct Teacher's spoken and written language is clear and Teacher's spoken language is audible, and written Teacher's spoken language is inaudible, or written language is illegible.
and expressive, with well-chosen vocabulary that correct. Vocabulary is appropriate to students' age and language is legible Both are used correctly. Vocabulary is Spoken or written language may contain many grammar and syntax
enriches the lesson. interests. correct but limited or is not appropriate to students' errors. Vocabulary may be inappropriate, vague, or used incorrectly.
ages or backgrounds.

Assessment of learning The assessment is completely congruent with the All the instructional objectives and key concepts are Some of the instructional objectives and key concepts Content and methods of assessment lack congruence with
outcomes: Congruence with instructional objectives and key concepts, both in assessed through the proposed plan, but the approach are assessed through the proposed approach, but many instructional objectives and key concepts.
instructional objectives content and process. is more suitable to some goals than to others. are not.

Reinforcement of Learning: The teacher integrated and carried out the plan The teacher integrated and carried out the plan for The teacher integrated agreement in the plan without The teacher failed to integrate and carry out the provision for
Providing opportunities to for reinforcing learning through well-defined reinforcing learning through well-defined task as an traces of reinforcing learning and connecting it to the reinforcing learning of the lesson taught.
strengthen student's written agreement and established connection to next agreement and but unable to establish connection to net lesson.
work, performance tasks, and lesson. the next lesson.
assessment.
TEACHING DEMONSTRATION RUBRIC (Individual)
Name:

Criteria Outstanding (5) Proficient (4) Basic (3)

Content Knowledge Demonstrates an exceptional depth of Shows a solid understanding of the Demonstrates a basic understanding
knowledge, incorporating advanced subject matter, presenting accurate of the content but may have
concepts and providing accurate and and relevant information. inaccuracies or lack depth.
relevant information.
Pedagogical skills Engages students effectively, using a Engages students well, using effective Uses conventional teaching methods
variety of innovative and appropriate teaching methods. Facilitates but may struggle to engage all
teaching methods. Facilitates discussions and adapts teaching students effectively.
discussions skillfully and adapts to strategies to meet the needs of most
different learning styles. learners.
Classroom Management Maintains a well-managed and Manages the classroom effectively, Classroom management is somewhat
inclusive learning environment. creating a positive learning effective but may struggle to create
Effectively handles disruptions and environment. Handles disruptions an inclusive environment or handle
creates a positive atmosphere for all appropriately. disruptions.
students.
Communication Skills Communicates ideas clearly and Communicates ideas clearly, fostering Communication is generally clear but
concisely, fostering open and good communication. Responds may lack some elements of
respectful communication. Responds appropriately to student questions engagement or responsiveness.
effectively to student questions and and feedback.
feedback.
Adaptability Demonstrates a high level of Adapts teaching methods to different Shows some adaptability but may
adaptability, adjusting teaching learning styles and can handle struggle to adjust to diverse learning
methods seamlessly to different unexpected situations with flexibility. styles or unexpected situations.
learning styles and unexpected
situations.
Comments/ Suggestions: