| 0 | Rarely uses demonstrations, laboratory activities, available technology, examples and analogies in situations that clearly would benefit from such use, or, when used, are often inappropriate, irrelevant, fail to support the concepts being discussed, unlikely to address (or can contribute to) student misconceptions or confusion, or presented only for the sake of activity rather than learning. |
| 1 | Uses a minimal number of demonstrations, laboratory activities, available technology, examples and analogies, or, when used, at times can be inappropriate, irrelevant, fail to support the concepts being discussed, unlikely to address (or can contribute to) student misconceptions or confusion, or presented only for the sake of activity rather than learning. |
| 2 | Routinely enhances instruction via demonstrations, laboratory activities, available technology, examples and analogies that are, in general, appropriate, relevant, support the concepts being discussed and are likely to address student misconceptions or confusion. |
| 3 | Practically every lesson is enhanced with demonstrations, laboratory activities, available technology, examples and analogies that are appropriate, relevant, support the concepts being discussed and are likely to address student misconceptions or confusion. |
rcohen@po-box.esu.edu