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Utsa Rubric Example

Dr. X taught a British Literature class on Edmund Spenser's The Faerie Queen through Socratic questioning. He demonstrated a strong knowledge of the subject and guided a lively discussion by posing thoughtful questions. Students seemed engaged with the complex themes and were able to follow the conversation. Dr. X showed enthusiasm for teaching and cared about students' learning through his animated delivery, use of examples, and sensitivity in responding to student comments.

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48 views

Utsa Rubric Example

Dr. X taught a British Literature class on Edmund Spenser's The Faerie Queen through Socratic questioning. He demonstrated a strong knowledge of the subject and guided a lively discussion by posing thoughtful questions. Students seemed engaged with the complex themes and were able to follow the conversation. Dr. X showed enthusiasm for teaching and cared about students' learning through his animated delivery, use of examples, and sensitivity in responding to student comments.

Uploaded by

Trần Ngọc Lam Tần
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Classroom Observation Rubric, Minnie Stevens Piper Award Selection Committee, 2010

Educator Observed: X

Observer, including Discipline: Barbara J. Millis, Director, Teaching and Learning Center, English

Class(es) Observed, including Duration of Observation: British Literature I, 2:00-3:15pm

Topic(s) Covered: Edmond Spencer’s The Faerie Queen

Date(s): Tuesday, October 26, 2010

Number of Students: Approximately 60

Classroom Layout: Tiered auditorium with fixed seats and pull down desk tops

Predominant Teaching Methodology: Socratic questioning

Note: Boxes
expand for reviewer’s comments
Knowledge of the Subject/Discipline
The faculty member clearly knows the discipline, going beyond mere facts to present important concepts bolstered by
appropriate examples and illustrations. Their discipline knowledge includes knowing how to teach it to a broad range of
students with concepts presented in a variety of ways. The faculty member is able to respond appropriately to student
questions.

Dr. X clearly knows his material and how to teach it. He skillfully guided the discussion and the
progress of the lesson through a series of carefully posed questions. He would announce
“digressions,” that were, however, of interest and relevance, such as when he discussed the “seven
deadly sins.” He referenced other writers and works of literature, pointing out for example, that
Spencer is more optimistic than Mallory who grew up during the War of the Roses and actually
switched sides. He asked the students, “What led to the death of Beowulf?” He emphasized that the
Socratic lecture would focus on “humanism” and as the discussion unfolded, he chXged students to
reflect on important questions such as individual choice versus divine preordination, particularly in the
scene where Despair tries to convince the Red Cross Knight to kill himself. He later emphasized that
humanism was reflected in the connection between the Scriptures and the classics. I took six pages
of notes!

Course Preparation & Organization


The faculty member comes to class with a clear concept of what is to be addressed and how and why. S/he conveys this
plan to students either initially or as the class progresses or concludes. The concepts are clearly linked to course and/or
lesson objectives. The session progresses logically with clear transitions and/or references to material covered earlier or
coming up. Visual aids and technology are skillfully integrated and designed to enhance learning. Classroom
management skills are evident.
Dr. X did not use notes, but he clearly had preplanned where he wanted the discussion to go and
what issues he wanted to emphasize. He read aloud relevant passages or asked students to read
them aloud. He showed several illustrations (dragons, the first version of the Fairie Queen he read, a
portrait of Queen Elizabeth, etc.) When the British flag came up, he drew an impromptu version on
the board.

Clarity and Understandability


The faculty member speaks clearly and distinctly. S/he uses examples, provides equations, or relates topics to relevant
personal examples or uses experiences—when appropriate—drawn from students’ workplace experiences. The lesson
uses concrete examples to “ground” abstract concepts.

It was easy to understand Dr. X. Despite the complexity of the material (the issue of identity, free will
versus divine will, responsibility, etc.) and the chXge posed by the unfamiliar vocabulary and cultural
context, students seemed to follow the Socratic lecture.
Enthusiasm for Subject/Teaching
The faculty member cares passionately about the subject matter, the students’ learning, and teaching itself. This
enthusiasm can be manifested in various ways, including the teacher’s animation. The faculty member clearly wants to be
present and is glad to have the students present and engaged.

Animated gestures, frequent smiles, reaffirming comments, the use of students’ names, and a clear
preparation suggest Dr. X’s commitment to teaching and to his students. He draws them out by
listening intensely and by responding positively to student comments, “Cool”; “I think you’re quite
right”; “What Nicole is asking is . . ..”; “Good, good question,” etc. He was very animated and
focused carefully on students when they were speaking.

Sensitivity to and Concern with Students’ Learning Progress


Faculty member knows and uses students’ names, interacting with a respect for student identities and learning. Faculty
member “reads” students’ comprehension as the lesson progresses with appropriate pacing. S/he listens carefully to
student comments, asking probing questions, paraphrasing, and referring to previous contributions.

Dr. X checked for understating by posing question such as, “Is this making sense?” and “What’s
going on?” He uses expressions that students can relate to, saying, for example that the Red Cross
Knight, “Keeps on keeping on” because he can’t marry Una until he fulfills his duty (six years) to the
Fairie Queen, representing Queen Elizabeth. He asked, “Are there questions on the plot?” and
subsequently responded to students’ questions. He reassured them that the pronoun references were
confusing and cited several typical passages, emphasizing that Spencer deliberately made them
ambiguous and why he did so. He had students respond to a seven-point quiz on the Fairie Queen,
collected them, and then discussed the answers.

Student Engagement with the Learning


[Note: Engagement in a small seminar class will obviously look different than engagement in a large lecture class with
students seated in an auditorium. The discipline, class size, course level, and UTSA student culture can impact these
criteria.] Given these different chXges, how well did the faculty member involve students in the lesson? Motivate them to
prepare? How did the teacher chXge them, particularly to exhibit critical thinking skills, if appropriate? Initiate student-to-
student exchanges? Keep students focused on the material being covered?

Perhaps because of the intensity and passion evident when Dr. X delivers the material and responds
to student comments, many students contributed ideas or asked questions. I did not notice any off-
task behavior despite the auditorium setting. I got the impression from his intense focus that he
respects students and cares about their learning and I suspect they sense that, also.
Overall Comments/Summary:

Dr. X models attentive behavior when he responds to student comments and questions. He is an
animated skillful questioner who draws out students by using their names and affirming their
responses. As someone who has studied the Fairie Queen and reviewed material related to it prior to
the lesson, it is clear that Dr. X also knows his material.

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