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I would use this to guide my written or verbal feedback but I wouldn’t share this document with teachers.  I provide feedback directly on plans on the drive and I try to limit feedback so it’s focused and teachers feel supported not graded.

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Re-title? Evidence of Student Understanding

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Nice shoes Chloe!!!

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Essential question= does the lesson include pre-planned, high-level questioning?

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Is the task aligned to the rigor level of the standard= Is the rigor of the task aligned to the standard?

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A clear view or description of what students will be doing in the classroom.

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The template meets its goal of allowing the lesson plan reviewer to look for evidence of meaningful/rigorous instruction.  I think it is a bit long. Perhaps reduce the number of bullet points in some sections. Perhaps the bullet points could be reduced, just leave room for a reviewer to writ what they see.

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Because there is no standard lesson plan template, the checklist can completely miss an entire lesson plan.

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Would be nice to see a section on research-based practices (HATTIE)

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Would be nice to see a section on research-based practices (HATTIE)

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Model to knowledge sharing

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One area my teachers struggle with in moving from 2 to 3 is in the area of differentiation. Can you add something that addresses differentiation on lesson plans

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One area my teachers struggle with in moving from 2 to 3 is in the area of differentiation. Can you add something that addresses differentiation on lesson plans

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Tie evidence/comments box more directly to rigor/relevance framework

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Tie evidence/comments box more directly to rigor/relevance framework

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Is the task aligned to the rigor level of the standard= Is the rigor of the task aligned to the standard?

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Add "Student Collaboration" as a header with Knowledge Sharing to emphasize that we expect students to work together at some point on most days.

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Add "Student Collaboration" as a header with Knowledge Sharing to emphasize that we expect students to work together at some point on most days.

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- Third bullet is a compound statement: break into two separate bullets.

- The long list of examples under "Coherence," "Knowledge Sharing," etc. do not need to be bullets unless we want to evaluate each of these separately. Perhaps just give the list of examples paranthetically.

- Give some examples or clarification to "engagement strategies."

- Ambiguity between "Check for understanding" examples and "Closure" The example seems to blur the distinction.

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Add hands-on activities such as "construct".

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Add hands-on activities such as "construct".

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Coherence, task and knowledge sharing will help me to keep my feedback aligned to the I do, you do and we do process.

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One section transitions into the next in a logical way.  Presents an opportunity to collaborate and discuss prior to administering the less.

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1. What will students know and be able to do at the end of this lesson? bullet point 3: There are 2 things to look for in one statement. The objective may be aligned to the standard but does NOT attend to the precision of the language. Add another bullet point for these two different things.
2. Under Task--provide some examples of engagement strategies just as they are provided under coherence and knowledge sharing.