Active Learning

Jeffrey D. Stahl

 Sample Rubric

Student Teaching Portfolio

Standard 1: Teaching for all students that facilitates Active Learning -- Competence in involving students in lessons by providing a non-threatening environment which allows them time to ask questions, seek solutions, share thinking about a theme or topic, and respond to other's viewpoints. It involves the ability to arrange learning by doing. Achievement is demonstrated through applications, reporting, and student exhibitions.


Aspects of Active Learning:


Instances of Active Learning in daily lessons:


A. Involve Students in Lesson

  1. Constant Student Input
  2. Student set own goals
  3. Be Positive in class, smile, and have fun
  4. Change the setting every once in a while, get the kids out of the classroom for trips, or work outside if it’s a nice day.
  5. Allow students to expand responsibility by taking on extra projects or choosing their own topics.
  6. Make student involvement a priority by planning student involvement within a lesson


B. Students Share Thinking About a Topic

  1. Ask students lots of questions pertaining to lesson and class material
  2. Have students set their own goals for each lesson
    1. What do they want to learn?
  1. Provide student feedback form to allow students to anonymously improve class.


C. Foster Technical & Academic Integration

  1. Brainstorm with class/peers to get more creative and adaptable projects
  2. Use multiple intelligences in your projects.
  3. Get the students involved with visual aids such as videos or guest speakers



Coherence and Continuity

Jeffrey D. Stahl

  Sample Rubric

Student Teaching Portfolio

Standard 2
: Teaching for all students that exhibit Coherence and Continuity
-- The ability to plan and teach using an uninterrupted flow of ideas and /or information. Learning experiences and activities for students are systematic and show a logical connection and consistency. Diverse elements, relationships, and values are all integrated.


Aspects of Coherence and Continuity:


Instances of Coherence and Continuity in daily lessons:


A. Student Learning is Arranged Systematic

  1. Plan out all your activities and discussions
  2. Plan multiple experiments for every activity based on where the flow of class is going
  3. Discuss more real-world applications with every step
  4. Alert students to all of the steps of every lesson
  5. Adjust teachings to adapt to the different ways all students learn


B. Student Experiences Include Diverse Elements

  1. Relate elements, relationships, and values to class topics from student experiences.
  2. Relate topics on several levels of peer relations.
  3. Have students do creative projects that link class topics to their lives and where it may benefit their future.



Critical/Creative Thinking

Jeffrey D. Stahl

  Sample Rubric

Student Teaching Portfolio


Standard 3: Teaching for all students that promotes Critical/Creative Thinking -- The ability to teach a lesson's key concepts and ideas in depth, and use practices through which students are encouraged to be critical/creative thinkers. Students are taught to draw conclusions, develop arguments , and construct explanations for others about the subject being taught. The learning environment inspires students to develop innovative, unusual, and unique ideas and strategies.


Aspects of Critical/Creative Thinking


Instances of Critical/Creative Thinking in daily lessons:


A. Students Draw Conclusions, Develop Arguments, Construct Explanations

  1. Conduct brainstorming sessions to foster lesson topics for future classes
  2. Allow for experimentation in every class possible
  3. Supply students with adequate/surplus information and resources to satisfy additional knowledge thirsts
  4. Encourage creative projects
  5. Allow for multiple paths towards knowledge by making available different ways a student can complete a project or learn the lesson


B. Students Develop Innovative Ideas

  1. Allow students to create their own experiments or participate in discussions
  2. Promote creative projects   




Real-World Connections

Jeff D. Stahl

  Sample Rubric

Student Teaching Portfolio


Standard 4: Teaching for all students that enhances Real-World Connections -- The ability to situate learning in a real-world context; for example, to connect classroom instruction to events beyond the classroom.  The real value of subject matter is heightened for students through activities that combine the classroom instructional context with real-world application.


Aspects of Real-World Connections


Instances of Real-World Connections in daily lessons:


A.     Connect Classroom Instruction with Real World Applications

  1. Prompt students to make their own real-world connections on paper or through class discussions.
  2. Propose field trips, videos, guest speakers or introduce previous projects from other classes.
  3. Let students see the finished product of each lesson. Have students do interviews of field members.
  4. Develop activities that use topics in real-world settings
  5. Have students work in small groups to reflect real-world settings




Reflective Thinking

Jeffrey D. Stahl

  Sample Rubric

Student Teaching Portfolio


Standard 5: Teaching for all students that involves Reflective Thinking -- The ability to analyze the effects of one’s own teaching in order to adjust and improve it.  Being able to describe and explain teaching principals and theory, and diagnose how and why specialized teaching knowledge works to enhance students’ performance.


Aspects of Reflective Thinking


Instances of Reflective Thinking in daily lessons:


A. Diagnose How a Teaching Skill Enhanced Student Performance

  1. Do self-analysis of every lesson after being taught
  2. Keep a journal for every lesson and jot down successes and failures, plan to improve from every day.
  3. Assess student grades to self-assessments and journal entries
  4. Participate in peer planning sessions on a regular basis.
  5. Research educational topics to obtain a better understanding of current teaching methods
  6. Work hand in hand with teachers to better involve the “home” environment


B. Students Reflect on Their Own Progress

  1. Have students set their own learning goals, writing down list of things they would like to accomplish and turn in as an assignment
  2. Have students follow up with their own goals as an assignment
  3. Describe lesson/unit plans with students so they are aware of what is expected of them ahead of time.



Understanding of Content

Jeffrey D. Stahl

  Sample Rubric

Student Teaching Portfolio


Standard 6: The ability to teach subject-matter content so that it is understood -- Students are involved in a variety of learning experiences with a topic/content such as explaining, using analogies, finding evidence and examples, and representing content knowledge in new ways.  Students demonstrate individually that they understand the content of the lesson.


Aspects of Understanding of Content: Candidates’ explanations address the following aspects:


Instances of Understanding of Content in daily lessons:


A. Students Individually Demonstrate They Understand Content Taught

  1. Have students reflect on their own performance on a regular basis
  2. Require students to demonstrate their abilities by teaching other in their class different topics and reporting on their success.
  3. Have constant active student participation
  4. Have students view/be aware of the rubric they are performing for to make them more conscious of what is expected of them


B. Students Can Explain Content Using Analogies and Finding Examples

  1. Apply content to active projects where students can compare to other examples
  2. Have a semester-long project that students add to after periodical projects are completed that pertain to total project completion.


C. Student Progress Assessed by Attainment of Student Centered Real World Goals

  1. Have students submit projects that compare their initial goals to real-world applications and goals
  2. Have students do assessments through activities such as speeches, skits, songs, or other creative projects that would help involvement.

Assign short papers to be handed in based on connections.