Scaffolding (TESOL Standard 3)
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Lower points may be assessed for lesson plans with assessments or tasks that are too similar in level of difficulty or complexity (in other words, if it is not clear from the lesson plan or reflection that ordering has been done purposefully to benefit all learners)
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The order of activities and/or tasks is not as clear OR the lesson plan content may either be too advanced or unclear; the reflection may be too general in describing the scaffolding decisions
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The activities and/or tasks have been ordered; one or more activities or tasks may not properly ordered (meaning that the progressive complexity may leave behind some learners); overall there is general progression from easier to more complex expectations
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Differentiation (TESOL Standard 3)
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Lower points may be assessed for lesson plans that lack differentiation or that simply say that there is differentiation (e.g., using annotations) but do not provide instructions and materials for that differentiation
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Differentiation may be labeled or mentioned, but the instructions or materials are not differentiation (e.g., mixed-ability group work, checking in with lower-level students); planned differentiation does not adequately meet learners at their level(s)
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At least two activities or tasks have instructions and materials that will allow for differentiation for two or more groups of learners; some of the differentiation may not allow all learners to access the content and language at their level
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Two or more activities or tasks have fully developed instructions and materials that will allow for differentiation for two or more groups of learners; decisions are made based on a need assessment; all learners have access to the lesson content and language at their level
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