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ERIC Number: EJ1180386
Record Type: Journal
Publication Date: 2018
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1544-6751
Exploring Feedback Mechanisms for Preservice Teachers' Lesson Plans
Kan, Dana; Soman, Uma
Odyssey: New Directions in Deaf Education, v19 p26-29 2018
Although written lesson plans are a standard requirement in teacher training programs, limited information exists about effective methods for reviewing and assessing these documents. Vanderbilt University faculty designed and implemented a Scholarship of Teaching and Learning research study to evaluate the impact of in-person and written feedback to graduate students pursuing their master's degree in deaf education. They created a detailed grading rubric to evaluate the written lesson plans submitted by graduate students during their practicum experiences. The rubric consists of 54 items grouped into eight categories: (1) knowledge of students; (2) measurable objectives and learning standards; (3) materials; (4) instructional sequence-activities; (5) instructional sequence-strategies; (6) evaluation and data collection; (7) reflection; and (8) technical aspects. Structured pre- and post-lesson conferences with individual graduate students were systematically incorporated. Program evaluation showed that graduate students improved their lesson plans when they received both in-person and written feedback as compared to written feedback alone. A sidebar presents suggestions for incorporating in-person feedback into students' practicum requirements.
Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee (Nashville)
Grant or Contract Numbers: N/A