Complete
Framework
for
Teaching
Instrument
Domain
1:
Planning
and
Preparation
1c:
Setting
Instructional
Outcomes
Teaching
is
a
purposeful
activity;
even
the
most
imaginative
activities
are
directed
towards
certain
desired
learning.
Therefore,
establishing
instructional
outcomes
entails
identifying
exactly
what
students
will
be
expected
to
learn;
the
outcomes
do
not
describe
what
students
will
do
,
but
what
they
will
learn
.
The
instructional
outcomes
should
reflect
important
learning
and
must
lend
themselves
to
various
forms
of
assessment
so
that
all
students
are
able
to
demonstrate
their
understanding
of
the
content.
Insofar
as
the
outcomes
determine
the
instructional
activities,
the
resources
used,
their
suitability
for
diverse
learners,
and
the
methods
of
assessment
employed,
they
hold
a
central
place
in
Domain
1.
Learning
outcomes
are
of
a
number
of
different
types:
factual
and
procedural
knowledge,
conceptual
understanding,
thinking
and
reasoning
skills,
and
collaborative
and
communication
strategies.
In
addition,
some
learning
outcomes
refer
to
dispositions;
it’s
important
not
only
for
students
to
learn
to
read,
but
educators
also
hope
that
they
will
like
to
read.
In
addition,
experienced
teachers
are
able
to
link
their
learning
outcomes
with
others
both
within
their
discipline
and
in
other
disciplines.
Theelementsofcomponent1care:
• Value,sequence,andalignment
Studentsmustbeabletobuildtheirunderstandingofimportantideasfromconcepttoconcept • Clarity
Outcomesmustrefertowhatstudentswilllearn,notwhattheywilldo,andmustpermitviablemethodsofassessment • Balance
Outcomesshouldreflectdifferenttypesoflearning:suchasknowledge,conceptualunderstanding,andthinkingskills • Suitabilityfordiversestudents
Outcomesmustbeappropriateforallstudentsintheclass
Indicatorsinclude:
• Outcomesofachallengingcognitivelevel
• Statementsofstudentlearning,notstudentactivity
• Outcomescentraltothedisciplineandrelatedtothoseinotherdisciplines
• Permitassessmentofstudentattainment
• Differentiatedforstudentsofvariedability
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly
Effective
1c:
Setting
Instructional
Outcomes
Outcomes
represent
low
expectations
for
students
and
lack
of
rigor,
nor
do
they
all
reflect
important
learning
in
the
discipline.
Outcomes
are
stated
as
activities,
rather
than
as
student
learning.
Outcomes
reflect
only
one
type
of
learning
and
only
one
discipline
or
strand,
and
are
suitable
for
only
some
students.
Outcomes
represent
moderately
high
expectations
and
rigor.
Some
reflect
important
learning
in
the
discipline,
and
consist
of
a
combination
of
outcomes
and
activities.
Outcomes
reflect
several
types
of
learning,
but
teacher
has
made
no
attempt
at
coordination
or
integration.
Most
of
the
outcomes
are
suitable
for
most
of
the
students
in
the
class
based
on
global
assessments
of
student
learning.
Most
outcomes
represent
rigorous
and
important
learning
in
the
discipline.
All
the
instructional
outcomes
are
clear,
written
in
the
form
of
student
learning,
and
suggest
viable
methods
of
assessment.
Outcomes
reflect
several
different
types
of
learning
and
opportunities
for
coordination.
Outcomes
take
into
account
the
varying
needs
of
groups
of
students.
All
outcomes
represent
rigorous
and
important
learning
in
the
discipline.
The
outcomes
are
clear,
written
in
the
form
of
student
learning,
and
permit
viable
methods
of
assessment.
Outcomes
reflect
several
different
types
of
learning
and,
where
appropriate,
represent
opportunities
for
both
coordination
and
integration.
Outcomes
take
into
account
the
varying
needs
of
individual
students.
Critical
Attributes
•Outcomeslackrigor.
•Outcomesdonotrepresentimportant learninginthediscipline.
•Outcomesarenotclearorarestatedas activities.
•Outcomesarenotsuitableformany studentsintheclass.
•Outcomesrepresentamixtureoflow expectationsandrigor.
•Someoutcomesreflectimportantlearning inthediscipline.
•Outcomesaresuitableformostofthe class.
•Outcomesrepresenthighexpectations andrigor.
•Outcomesarerelatedto“bigideas”ofthe discipline.
•Outcomesarewrittenintermsofwhat studentswilllearnratherthando. •Outcomesrepresentarangeofoutcomes:
factual,conceptualunderstanding, reasoning,social,management, communication.
•Outcomesaresuitabletogroupsof studentsintheclass,differentiatedwhere necessary.
Inadditiontothecharacteristicsof “proficient,”
•Teacherplansreferencecurricular frameworksorblueprintstoensure accuratesequencing.
•Teacherconnectsoutcomestoprevious andfuturelearning
•Outcomesaredifferentiatedtoencourage individualstudentstotakeeducational risks.
Possible
Examples
•Alearningoutcomeforafourthgrade classistomakeaposterillustratinga poem.
•Alltheoutcomesforaninthgradehistory classarefactualknowledge.
•Thetopicofthesocialstudiesunit involvestheconceptof“revolutions”but theteacheronlyexpectshisstudentsto remembertheimportantdatesofbattles. •DespitehavinganumberofELLstudents
intheclass,theoutcomesstatethatall writingmustbegrammaticallycorrect.
•Outcomesconsistofunderstandingthe relationshipbetweenadditionand multiplicationandmemorizingfacts. •Theoutcomesarewrittenwiththeneeds
ofthe“middle”groupinmind;however, theadvancedstudentsarebored,and somelowerlevelstudentsstruggle.
•Oneofthelearningoutcomesisfor studentsto“appreciatetheaestheticsof 18thcenturyEnglishpoetry.”
•Theoutcomesforthehistoryunitinclude somefactualinformation,aswellasa comparisonoftheperspectivesof differentgroupsintherunͲuptothe RevolutionaryWar.
•Theteacherreviewstheproject
expectationsandmodifiessomegoalsto beinlinewithstudents’IEPobjectives.
•Theteacherencourageshisstudentsto settheirowngoals;heprovidesthema taxonomyofchallengeverbstohelpthem striveforhigherexpectations.
•Studentswilldevelopaconceptmapthat linkspreviouslearninggoalstothosethey arecurrentlyworkingon.
•Somestudentsidentifyadditionallearning .
Domain
2:
The
Classroom
Environment
Component
2c:
Managing
Classroom
Procedures
2c:
Managing
classroom
procedures
A
smoothly
functioning
classroom
is
a
prerequisite
to
good
instruction
and
high
levels
of
student
engagement.
Teachers
establish
and
monitor
routines
and
procedures
for
the
smooth
operation
of
the
classroom
and
the
efficient
use
of
time.
Hallmarks
of
a
well
Ͳ
managed
classroom
are
that
instructional
groups
are
used
effectively,
non
Ͳ
instructional
tasks
are
completed
efficiently,
and
transitions
between
activities
and
management
of
materials
and
supplies
are
skillfully
done
in
order
to
maintain
momentum
and
maximize
instructional
time.
The
establishment
of
efficient
routines,
and
teaching
students
to
employ
them,
may
be
inferred
from
the
sense
that
the
class
“runs
itself.”
Theelementsofcomponent2care:
• Managementofinstructionalgroups
Teachershelpstudentstodeveloptheskillstoworkpurposefullyandcooperativelyingroups,withlittlesupervisionfromtheteacher • Managementoftransitions
Manylessonsengagestudentsindifferenttypesofactivities–largegroup,smallgroup,independentwork.It’simportantthatlittletimeislostasstudentsmovefromone activitytoanother;studentsknowthe“drill”andexecuteitseamlessly
• Managementofmaterialsandsupplies
Experiencedteachershaveallnecessarymaterialstohand,andhavetaughtstudentstoimplementroutinesfordistributionandcollectionofmaterialswithaminimumof disruptiontotheflowofinstruction
• PerformanceofnonͲinstructionalduties
Overall,littleinstructionaltimeislostinactivitiessuchastakingattendance,recordingthelunchcount,orthereturnofpermissionslipsforaclasstrip.
Indicatorsinclude:
• Smoothfunctioningofallroutines • Littleornolossofinstructionaltime
• Studentsplayinganimportantroleincarryingouttheroutines • Studentsknowwhattodo,wheretomove
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly
Effective
2c:
Managing
classroom
procedures
Muchinstructionaltimeislostdueto inefficientclassroomroutinesand procedures.Thereislittleorno evidenceoftheteachermanaging instructionalgroups,transitions, and/orthehandlingofmaterialsand supplieseffectively.Thereislittle evidencethatstudentsknoworfollow establishedroutines.
Someinstructionaltimeislostdueto onlypartiallyeffectiveclassroom routinesandprocedures.Theteacher’s managementofinstructionalgroups, transitions,and/orthehandlingof materialsandsuppliesisinconsistent, leadingtosomedisruptionoflearning. Withregularguidanceandprompting, studentsfollowestablishedroutines.
Thereislittlelossofinstructionaltimedue toeffectiveclassroomroutinesand procedures.Theteacher’smanagementof instructionalgroupsand/orthehandlingof materialsandsuppliesareconsistently successful.Withminimalguidanceand prompting,studentsfollowestablished classroomroutines.
Instructionaltimeismaximizeddueto efficientclassroomroutinesand procedures.Studentscontributetothe managementofinstructionalgroups, transitions,and/orthehandlingofmaterials andsupplies.Routinesarewellunderstood andmaybeinitiatedby
students.
Critical
Attributes
•Studentsnotworkingwiththeteacherare disruptivetotheclass.
•Therearenoestablishedproceduresfor distributingandcollectingmaterials. •Proceduresforotheractivitiesare
confusedorchaotic.
•Smallgroupsareonlypartiallyengaged whilenotworkingdirectlywiththe teacher.
•Proceduresfortransitions,and
distribution/collectionofmaterials,seem tohavebeenestablished,buttheir operationisrough.
•Classroomroutinesfunctionunevenly
•Thestudentsareproductivelyengaged duringsmallgroupwork.
•Transitionsbetweenlargeandsmall groupactivitiesaresmooth.
•Routinesfordistributionandcollectionof materialsandsuppliesworkefficiently. •Classroomroutinesfunctionsmoothly.
Inadditiontothecharacteristicsof “proficient,”
•Studentstaketheinitiativewiththeir classmatestoensurethattheirtimeis usedproductively.
•Studentsthemselvesensurethat transitionsandotherroutinesare accomplishedsmoothly.
•Studentstakeinitiativeindistributingand collectingmaterialsefficiently.
Possible
Examples
•Whenmovingintosmallgroups,students areconfusedastowheretheyare supposedtogo,whethertheyshouldtake theirchairs,etc.
•Therearelonglinesformaterialsand suppliesordistributingsuppliesistimeͲ consuming.
•Studentsbumpintooneanotherliningup orsharpeningpencils.
•RollͲtakingconsumesmuchtimeatthe beginningofthelessonandstudentsare notworkingonanything.
•Moststudentsaskwhattheyaretodoor lookaroundforcluesfromothers.
•Somestudentsnotworkingwiththe teacherarenotproductivelyengagedin learning.
•Transitionsbetweenlargeandsmall groupactivitiesareroughbuttheyare accomplished.
•Studentsarenotsurewhattodowhen materialsarebeingdistributedor collected.
•Studentsasksomeclarifyingquestions aboutprocedures
•Theattendanceorlunchcountconsumes moretimethanitwouldneedifthe procedureweremoreroutinized.
•Studentsgetstartedonanactivitywhile theteachertakesattendance.
•Studentsmovesmoothlybetweenlarge andsmallgroupactivities.
•Theteacherhasanestablishedtiming device,suchascountingdown,tosignal studentstoreturntotheirdesks. •Teacherhasanestablishedattention
signal,suchasraisingahand,ordimming thelights.
•Onememberofeachsmallgroupcollects materialsforthetable.
•ThereisanestablishedcolorͲcoded systemindicatingwherematerialsshould bestored.
•Insmallgroupwork,studentshave establishedroles,theylistentoone another,summarizegdifferentviews,etc. •CleanͲupattheendofalessonisfastand
efficient.
•Studentsredirectclassmatesinsmall groupsnotworkingdirectlywiththe teachertobemoreefficientintheirwork. •Astudentremindsclassmatesoftheroles
thattheyaretoplaywithinthegroup. •AstudentreͲdirectsaclassmatetothe
tables/heshouldbeatfollowinga transition.
•Studentsproposeanimprovedattention signal.
•Studentsindependentlycheckthemselves intoclassontheattendanceboard.
Domain
3:
Instruction
Component
3b:
Using
Questioning
and
Discussion
Techniques
Questioninganddiscussionaretheonlyinstructionalstrategiesspecificallyreferredtointheframeworkforteaching;thisreflectstheircentralimportancetoteachers’practice.Butin theframework,itisimportantthatquestioninganddiscussionareusedastechniquestodeepenstudentunderstanding,ratherthanservingasrecitation,oraverbal“quiz.”Good teachersusedivergentaswellasconvergentquestions,framedinsuchawaythattheyinvitestudentstoformulatehypotheses,makeconnections,orchallengepreviouslyheldviews. Students’responsestoquestionsarevalued;effectiveteachersareespeciallyadeptatrespondingtoandbuildingonstudentresponsesandmakinguseoftheirideas.Highquality questionsencouragestudentstomakeconnectionsamongconceptsoreventspreviouslybelievedtobeunrelated,andarriveatnewunderstandingsofcomplexmaterial.Effective teachersalsoposequestionsforwhichtheydonotknowtheanswers.Evenwhenaquestionhasalimitednumberofcorrectresponses,thequestion,beingnonͲformulaic,islikelyto promotethinkingbystudents.Classdiscussionsareanimated,engagingallstudentsinimportantissuesandinusingtheirownlanguagetodeepenandextendtheirunderstanding. Theymaybebasedaroundquestionsformulatedbythestudentsthemselves.
Notallquestionsmustbeatahighcognitivelevelinorderforateacher’sperformancetoberatedatahighlevel;thatis,whenexploringatopic,ateachermightbeginwithaseriesof questionsoflowcognitivechallengetoprovideareview,ortoensurethateveryoneintheclassis“onboard.”Furthermore,ifquestionsareatahighlevel,butonlyafewstudents participateinthediscussion,theteacher’sperformanceonthecomponentcannotbejudgedtobeatahighlevel.Inaddition,inlessonsinvolvingstudentsinsmallͲgroupwork,the qualityofthestudents’questionsanddiscussionintheirsmallgroupsmaybeconsideredaspartofthiscomponent.
InorderforstudentstoformulatehighͲlevelquestions,theymusthavelearnedhowtodothis.Therefore,highͲlevelquestionsfromstudents,eitherinthefullclass,orinsmallgroup discussions,provideevidencethattheseskillshavebeentaught.
ElementsofComponent3bare:
• Qualityofquestions/prompts
Questionsofhighqualitycausestudentstothinkandreflect,todeepentheirunderstanding,andtotesttheirideasagainstthoseoftheirclassmates.Whenteachersask questionsofhighquality,theyaskonlyafewofthem,andtheyprovidestudentswithsufficienttimetothinkabouttheirresponse,toreflectonthecommentsoftheir classmates,andtodeepentheirunderstanding.Occasionally,forthepurposesofreview,teachersaskstudentsaseriesof(usuallylowͲlevel)questionsinatypeofverbalquiz. Thismaybehelpfulforthepurposeofestablishingthefactsofanhistoricalevent,forexample,buttheyshouldnotbeconfusedwiththeuseofquestioningtodeepenstudents’ understanding.
• Discussiontechniques
Effectiveteacherspromotelearningthroughdiscussion.Someteachersreportthat“wediscussedx”whenwhattheymeanisthat“Isaidx.”Thatis,someteachersconfuse discussionwithexplanationofcontent;asimportantasthatis,it’snotdiscussion.Rather,inatruediscussion,ateacherposesaquestion,andinvitesallstudents’viewstobe heard,andenablingstudentstoengageindiscussiondirectlywithoneanother,notalwaysmediatedbytheteacher.
• Studentparticipation
• Insomeclassesafewstudentstendtodominatethediscussion,otherstudents,recognizingthispattern,holdbacktheircontributions.Teacherusesarangeoftechniquesto ensurethatallstudentscontributetothediscussion,andenlisttheassistanceofstudentstoensurethisoutcome.
Indicatorsinclude:
• Questionsofhighcognitivechallenge,formulatedbybothstudentsandteacher
• Questionswithmultiplecorrectanswers,ormultipleapproachesevenwhenthereisasinglecorrectresponse • Effectiveuseofstudentresponsesandideas
• Discussionwiththeteachersteppingoutofthecentral,mediatingrole • Highlevelsofstudentparticipationindiscussion
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly Effective
3b:
Using
questioning
/
prompts
and
discussion
Teacher’squestionsareoflowcognitive challenge,singlecorrectresponses,and askedinrapidsuccession.Interaction betweenteacherandstudentsis predominantlyrecitationstyle,withthe teachermediatingallquestionsand answers.Afewstudentsdominatethe discussion.
Teacher’squestionsleadstudentsthrougha singlepathofinquiry,withanswers seeminglydeterminedinadvance.
Alternativelytheteacherattemptstoframe somequestionsdesignedtopromote studentthinkingandunderstanding,but onlyafewstudentsareinvolved.
Teacherattemptstoengageallstudentsin thediscussionandtoencouragethemto respondtooneanother,withuneven results.
WhiletheteachermayusesomelowͲlevel questions,heorsheposesquestionsto studentsdesignedtopromotestudent thinkingandunderstanding.Teacher createsagenuinediscussionamong students,providingadequatetimefor studentstorespond,andsteppingaside whenappropriate.Teachersuccessfully engagesmoststudentsinthediscussion, employingarangeofstrategiestoensure thatmoststudentsareheard.
Teacherusesavarietyorseriesofquestions orpromptstochallengestudents
cognitively,advancehighlevelthinkingand discourse,andpromotemetaͲcognition. Studentsformulatemanyquestions,initiate topicsandmakeunsolicitedcontributions. Studentsthemselvesensurethatallvoices areheardinthediscussion.
Critical
Attributes
•QuestionsarerapidͲfire,andconvergent, withasinglecorrectanswer.
•Questionsdonotinvitestudentthinking. •Alldiscussionisbetweenteacherand
students;studentsarenotinvitedto speakdirectlytooneanother.
•Afewstudentsdominatethediscussion.
•Teacherframessomequestionsdesigned topromotestudentthinking,butonlya fewstudentsareinvolved.
•Theteacherinvitesstudentstorespond directlytooneanother’sideas,butfew studentsrespond.
•Teachercallsonmanystudents,butonly asmallnumberactuallyparticipateinthe discussion.
•TeacherusesopenͲendedquestions, invitingstudentstothinkand/orhave multiplepossibleanswers.
•Theteachermakeseffectiveuseofwait time.
•Theteacherbuildsonusesstudent responsestoquestionseffectively. •Discussionsenablestudentstotalktoone
another,withoutongoingmediationby theteacher.
•Theteachercallsonmoststudents,even thosewhodon’tinitiallyvolunteer. •Manystudentsactivelyengageinthe
discussion.
Inadditiontothecharacteristicsof “proficient,”
•StudentsinitiatehigherͲorderquestions. •Studentsextendthediscussion,enriching
it.
•Studentsinvitecommentsfromtheir classmatesduringadiscussion
Possible
Examples
•Allquestionsareofthe“recitation”type, suchas“Whatis3x4?”
•Theteacherasksaquestionforwhichthe answerisontheboard;studentsrespond byreadingit.
•Theteacheronlycallsonstudentswho havetheirhandsup.
•Manyquestionsareofthe“recitation” type,suchas“Howmanymembersofthe HouseofRepresentativesarethere?” •Theteacherasks:“Whohasanideaabout
this?”butthesamethreestudentsoffer comments.
•Theteacherasks:“Michael,canyou commentonMary’sidea?”butMichael doesnotrespond,ormakesacomment directlytotheteacher.
•Theteacherasks:“Whatmighthave happenedifthecolonistshadnot prevailedintheAmericanwarfor independence?”
•Theteacherusespluraltheforminasking questions,suchas:“Whataresomethings youthinkmightcontributeto …?”
•Theteacherasks:“Michael,canyou commentonMary’sidea?”andMichael respondsdirectlytoMary.
•Theteacherasksaquestionandasks everystudenttowriteabriefresponse, thensharewithapartnerbeforeinvitinga fewtooffertheirideastotheentireclass.
•Astudentasks“Howmanywaysarethere togetthisanswer?”
•Astudentsaystoaclassmate:“Idon’t thinkIagreewithyouonthis,because ….” •Astudentasksofotherstudents:“Does
anyonehaveanotherideaastohowwe mightfigurethisout?”
•Astudentasks“Whatif …?”
Component
3c:
Engaging
Students
in
Learning
Studentengagementinlearningisthecenterpieceoftheframeworkforteaching;allothercomponentscontributetoit.Whenstudentsareengagedinlearning,theyarenotmerely “busy,”noraretheyonly“ontask.”Rather,theyareintellectuallyactiveinlearningimportantandchallengingcontent.Thecriticaldistinctionbetweenaclassroominwhichstudents arecompliantandbusy,andoneinwhichtheyareengaged,isthatinthelatterstudentsaredevelopingtheirunderstandingthroughwhattheydo.Thatis,theyareengagedin discussion,debate,answering“whatif?”questions,discoveringpatterns,andthelike.Theymaybeselectingtheirworkfromarangeof(teacherarranged)choices,andmaking importantcontributionstotheintellectuallifeoftheclass.Suchactivitiesdon’ttypicallyconsumeanentirelesson,buttheyareessentialcomponentsofengagement.
Alessoninwhichstudentsareengagedusuallyhasadiscerniblestructure:abeginning,amiddle,andanend,withscaffoldingprovidedbytheteacherorbytheactivitiesthemselves. Studenttasksareorganizedtoprovidecognitivechallenge,andthenstudentsareencouragedtoreflectonwhattheyhavedoneandwhattheyhavelearned.Thatis,thereisclosureto thelesson,inwhichstudentsderivetheimportantlearningfromtheirownactions.Acriticalquestionforanobserverindeterminingthedegreeofstudentengagementis“Whatare thestudentsbeingaskedtodo?”Iftheanswertothatquestionisthattheyarefillinginblanksonaworksheet,orperformingaroteprocedure,theyareunlikelytobecognitively engaged.
Inobservingalesson,itisessentialnotonlytowatchtheteacher,butalsotopaycloseattentiontothestudentsandwhattheyaredoing.Thebestevidenceforstudentengagementis whatstudentsaresayinganddoingasaconsequenceofwhattheteacherdoes,orhasdone,orhasplanned.
ElementsofComponent3care:
• Activitiesandassignments
Theactivitiesandassignmentsarethecenterpieceofstudentengagement,sincetheydeterminewhatitisthatstudentsareaskedtodo.Activitiesandassignments thatpromotelearningarealignedwiththegoalsofthelesson,andrequirestudentthinkingthatemphasizesdepthoverbreadth,andthatmayallowstudentsto exercisesomechoice.
• Groupingofstudents
Howstudentsaregroupedforinstructionisoneofthemanydecisionsteachersmakeeveryday.Therearemanyoptions;studentsofsimilarbackgroundandskill maybeclusteredtogether,orthemoreadvancedstudentsmaybespreadaroundintothedifferentgroups.Alternatively,ateachermightpermitstudentstoselect theirowngroups,ortheycouldbeformedrandomly.
• Instructionalmaterialsandresources
Theinstructionalmaterialsateacherselectstouseintheclassroomcanhaveanenormousimpactonstudents’experience.Whilesometeachersareobligedtousea schoolordistrict’sofficiallysanctionedmaterials,manyteacherusetheseselectivelyorsupplementthemwithothersoftheirchoosingthatarebettersuitedto engagingstudentsindeeplearning,forexample,theuseofprimarysourcematerialsinsocialstudies.
• Structureandpacing
Noone,whetheradultsorstudents,likestobeeitherboredorrushedincompletingatask.Keepingthingsmoving,withinawellͲdefinedstructure,isoneofthe
marksofanexperiencedteacher.Andsincemuchofstudentlearningresultsfromtheirreflectiononwhattheyhavedone,awellͲdesignedlessonincludestimeforreflection andclosure.
Indicatorsinclude:
• Activitiesalignedwiththegoalsofthelesson
• Studententhusiasm,interest,thinking,problemͲsolving,etc
• LearningtasksthatrequirehighͲlevelstudentthinkingandarealignedwithlessonobjectives • Studentshighlymotivatedtoworkonalltasksandarepersistentevenwhenthetasksarechallenging • Studentsactively“working,”ratherthanwatchingwhiletheirteacher“works.”
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly
Effective
3c:Engaging studentsin learning
Thelearningtasksandactivities,
materials,resources,instructionalgroups
andtechnologyarepoorlyalignedwith
theinstructionaloutcomes,orrequire
onlyroteresponses.Thepaceofthe
lessonistoosloworrushed.Few
studentsareintellectuallyengagedor
interested.
Thelearningtasksorpromptsare partiallyalignedwiththeinstructional
outcomesbutrequireonlyminimal
thinkingbystudents,allowingmost
studentstobepassiveormerely
compliant.Thepacingofthelesson
maynotprovidestudentsthetime
neededtobeintellectuallyengaged.
Thelearningtasksandactivitiesarealigned
withtheinstructionaloutcomesandare
designedtochallengestudentthinking,
resultinginactiveintellectualengagementby
moststudentswithimportantandchallenging
content,andwithteacherscaffoldingto
supportthatengagement.
Thepacingofthelessonisappropriate,
providingmoststudentsthetimeneededto
beintellectuallyengaged.
Virtuallyallstudentsareintellectually
engagedinchallengingcontent,through
welldesignedlearningtasks,andsuitable
scaffoldingbytheteacher,andfullyaligned
withtheinstructionaloutcomes.Inaddition,
thereisevidenceofsomestudentinitiationof
inquiry,andstudentcontributionstothe
explorationofimportantcontent.Thepacing
ofthelessonprovidesstudentsthetime
neededtointellectuallyengagewithand
reflectupontheirlearning,andtoconsolidate
theirunderstanding.Studentsmayhavesome
choiceinhowtheycompletetasksandmay
serveasresourcesforoneanother.
CriticalAttributes •Fewstudentsareintellectuallyengagedin
thelesson.
•Learningtasksrequireonlyrecallorhavea
singlecorrectresponseormethod. •Thematerialsusedaskstudentsonlyto
performrotetasks.
•Onlyonetypeofinstructionalgroupisused
(wholegroup,smallgroups)whenvariety
wouldbetterservetheinstructionalpurpose. •Instructionalmaterialsusedareunsuitable
tothelessonand/orthestudents. •Thelessondrags,orisrushed.
•Somestudentsareintellectuallyengagedin
thelesson.
•Learningtasksareamixofthoserequiring
thinkingandrecall.
•Studentengagementwiththecontentis
largelypassive,learningprimarilyfactsor
procedures.
•Studentshavenochoiceinhowthey
completetasks.
•Theteacherusesdifferentinstructional
groupings;thesearepartiallysuccessfulin
achievingthelessonobjectives. •Thematerialsandresourcesarepartially
alignedtothelessonobjectives,onlysome
ofthemdemandingstudentthinking. •Thepacingofthelessonisuneven;suitable
inparts,butrushedordragginginothers.
•Moststudentsareintellectuallyengagedin
thelesson.
•Learningtaskshavemultiplecorrect
responsesorapproachesand/ordemand
higherͲorderthinking.
•Studentshavesomechoiceinhowthey
completelearningtasks. •Thereisamixofdifferenttypesof
groupings,suitabletothelessonobjectives. •Materialsandresourcessupportthe
learninggoalsandrequireintellectual
engagement,asappropriate.
•Thepacingofthelessonprovidesstudents
thetimeneededtobeintellectually
engaged.
Inadditiontothecharacteristicsof
“proficient,”
•Virtuallyallstudentsarehighlyengagedin
thelesson.
•Studentstakeinitiativetomodifyalearning
tasktomakeitmoremeaningfulorrelevant
totheirneeds.
•Studentssuggestmodificationstothe
groupingpatternsused.
•Studentshaveextensivechoiceinhowthey
completetasks.
•Studentssuggestmodificationsoradditions
tothematerialsbeingused.
•Studentshaveanopportunityforreflection
andclosureonthelessontoconsolidate
theirunderstanding.
Possible Examples
•Studentsareabletofilloutthelesson
worksheetwithoutunderstandingwhatit’s
askingthemtodo.
•Thelessondrags,orfeelsrushed. •Studentscomplete“busywork”activities.
•Studentsareaskedtofillinaworksheet,
followinganestablishedprocedure. •Thereisarecognizablebeginning,middle,
andendtothelesson.
•Partsofthelessonhaveasuitablepace;
otherpartsdragorfeelrushed.
•Studentsareaskedtoformulateahypothesi
saboutwhatmighthappeniftheAmerican
votingsystemallowedforthedirectelection
ofpresidents.
•Studentsaregivenatasktodo
independently,thentodiscusswithatable
group,followedbyareportͲoutfromeach
table.
•Thereisaclearbeginning,middle,andend
tothelesson.
•Thelessonisneitherrushednordrags.
•Studentsareaskedtowriteanessay“inthe
styleofHemingway.”
•Astudentaskswhethertheymightremainin
theirsmallgroupstocompleteanother
sectionoftheactivity,ratherthanwork
independently.
•Studentsidentifyorcreatetheirown
learningmaterials.
•Studentssummarizetheirlearningfromthe
lesson.
Component
3d:
Using
Assessment
in
Instruction
Assessmentofstudentlearningplaysanimportantroleininstruction;nolongerdoesitsignaltheendofinstruction;itisnowrecognizedtobeanintegralpartofinstruction.Whileassessmentoflearninghasalwaysbeenandwillcontinuetobeanimportantaspectofteaching(it’simportantforteacherstoknowwhetherstudentshavelearned
whattheyintend)assessmentforlearninghasincreasinglycometoplayanimportantroleinclassroompractice.Andinordertoassessstudentlearningforthepurposesof
instruction,teachersmusthavetheirfingeron“thepulse”ofalesson,monitoringstudentunderstandingand,whereappropriate,offeringfeedbacktostudents.
Ofcourse,ateacher’sactionsinmonitoringstudentlearning,whileitmaysuperficiallylookthesameasmonitoringstudentbehavior,hasafundamentallydifferentpurpose.
Whenateacherismonitoringbehavior,he/sheisalerttostudentswhomaybepassingnotes,orbotheringtheirneighbors;whenteachersmonitorstudentlearning,they
lookcarefullyatwhatstudentsarewriting,orlistencarefullytothequestionsstudentsask,inordertogaugewhethertheyrequireadditionalactivityorexplanationinorder
tograspthecontent.Ineachcase,theteachermaybecirculatingintheroom,buthis/herpurposeindoingdoisquitedifferentinthetwosituations.
Similarly,onthesurface,questionsaskedofstudentsforthepurposeofmonitoringlearning,arefundamentallydifferentfromthoseusedtobuildunderstanding;inthe
former,teachersarealerttostudents’revealedmisconceptions,whereasinthelatterthequestionsaredesignedtoexplorerelationships,ordeepenunderstanding.Indeed,
forthepurposeofmonitoring,manyteacherscreatequestionsspecificallytoelicittheextentofstudentunderstanding,andusetechniques(suchasexittickets)toascertain
thedegreeofunderstandingofeverystudentintheclass.Indeed,encouragingstudents(andactuallyteachingthemthenecessaryskills)ofmonitoringtheirownlearning
againstclearstandardsisdemonstratedbyteachersathighlevelsofperformance.Inthiscomponent.
Butasimportantasmonitoringofstudentlearningandprovidingfeedbacktostudentsare,however,theyaregreatlystrengthenedbyateacher’sskillinmakingmidͲcourse
correctionswhenneeded,seizingona“teachablemoment.”
ElementsofComponent3dare:
• AssessmentCriteria
Itisessentialthatstudentsknowthecriteriaforassessment.Atitshighestlevel,studentsthemselveshavehadahandinarticulatingthecriteriafor,forexample,a clearoralpresentation.
• Monitoringofstudentlearning
Ateacher’sskillinelicitingevidenceofstudentunderstandingisoneofthetruemarksofexpertise.ThisisnotahitͲorͲmisseffort,butisplannedcarefullyin advance.Butevenaftercarefullyplanning,monitoringofstudentlearningmustbewovenseamlesslyintothelesson,usingavarietyoftechniques. • Feedbacktostudents
Feedbackonlearningisanessentialelementofarichinstructionalenvironment;withoutit,studentsareconstantlyguessingastohowtheyaredoing,andhowtheir workcanbeimproved.Valuablefeedbackmustbetimely,constructive,andsubstantive,andprovidestudentstheguidancetheyneedtoimprovetheirperformance. • StudentselfͲassessmentandmonitoringofprogress
Theculminationofstudentassumptionofresponsibilityfortheirlearningiswhentheymonitortheirownlearning,andtakeappropriateaction.Ofcourse,theycanonlydothis ifthecriteriaforlearningareclearandiftheyhavebeentaughttheskillsofcheckingtheirworkagainstclearcriteria.
Indicatorsinclude:
• Teacherpayingcloseattentiontoevidenceofstudentunderstanding
• TeacherposingspecificallyͲcreatedquestionstoelicitevidenceofstudentunderstanding • Teachercirculatingtomonitorstudentlearningandtoofferfeedback
• Studentsassessingtheirownworkagainstestablishedcriteria
Ineffective
Effective:
Emerging
Effective:
Proficient
Highly
Effective
3d:Using
Assessmentin
Instruction
Thereislittleornoassessmentor monitoringofstudentlearning; feedbackisabsent,orofpoorquality. Studentsdonotappeartobeawareof theassessmentcriteriaanddonot engageinselfͲassessment.
Assessmentisusedsporadicallyto supportinstruction,throughsome monitoringofprogressoflearningby teacherand/orstudents.Feedbackto studentsisgeneral,andstudents appeartobeonlypartiallyawareof theassessmentcriteriausedto evaluatetheirworkbutfewassess theirownwork.Questions/prompts/ assessmentsarerarelyusedto diagnoseevidenceoflearning.
Assessmentisregularlyusedduring instruction,throughmonitoringof progressoflearningbyteacherand/or students,resultinginaccurate,specific feedbackthatadvanceslearning.Students appeartobeawareoftheassessment
criteria;someofthemengageinselfassessment. Questions/prompts/
assessmentsareusedtodiagnose evidenceoflearning.
Assessmentisfullyintegratedinto instruction,throughextensiveuseof formativeassessment.Studentsappeartobe awareof,andthereissomeevidencethatthey havecontributedto,theassessmentcriteria. StudentsselfͲassessandmonitortheirprogress.A varietyoffeedback,fromboththeteacherand peers,isaccurate,specific,andadvances learning.
Questions/prompts/assessmentsareused regularlytodiagnoseevidenceoflearningby individualstudents.
CriticalAttributes •Theteachergivesnoindicationofwhathigh qualityworklookslike.
•Theteachermakesnoefforttodetermine whetherstudentsunderstandthelesson.
•Feedbackisonlyglobal.
•Theteacherdoesnotaskstudentstoevaluate theirownorclassmates’work.
•Thereislittleevidencethatthestudents understandhowtheirworkwillbeevaluated.
•Teachermonitorsunderstandingthrougha singlemethod,orwithoutelicitingevidenceof understandingfromallstudents.
•Teacherrequestsglobalindicationsofstudent understanding.
•Feedbacktostudentsisnotuniformlyspecific, notorientedtowardsfutureimprovementof work.
•Theteachermakesonlyminorattemptsto engagestudentsinselfͲorpeerͲassessment.
•Theteacher’sattemptstoadjustthelessonare partiallysuccessful.
•Studentsindicatethattheyclearlyunderstand thecharacteristicsofhighqualitywork.
•Theteacherelicitsevidenceofstudent understandingduringthelessonStudentsare invitedtoassesstheirownworkandmake improvements.
•Feedbackincludesspecificandtimelyguidance foratleastgroupsofstudents.
•Theteacherattemptstoengagestudentsin selfͲorpeerͲassessment.
•Whennecessary,theteachermakes adjustmentstothelessontoenhance understandingbygroupsofstudents.
Inadditiontothecharacteristicsof“proficient,”
•Thereisevidencethatstudentshavehelped establishtheevaluationcriteria.
•Teachermonitoringofstudentunderstandingis sophisticatedandcontinuous:theteacheris constantly“takingthepulse”oftheclass.
•Teachermakesfrequentuseofstrategiesto elicitinformationaboutindividualstudent understanding.
•Feedbacktostudentsisspecificandtimely,and isprovidedfrommanysources,includingother students.
•Studentsmonitortheirownunderstanding, eitherontheirowninitiativeorasaresultof taskssetbytheteacher.
•Theteacher’sadjustmentstothelessonare designedtoassistindividualstudents. PossibleExamples •Astudentasks:“Howisthisassignmentgoing
tobegraded?”
•Astudentasks“Doesthisquizcounttowards mygrade?”
•Theteacherforgesaheadwithapresentation withoutcheckingforunderstanding.
•Theteachersays:“goodjob,everyone.”
•Teacherasks:“Doesanyonehaveaquestion?
•Whenastudentcompletesaproblemonthe board,theteachercorrectsthestudent’swork withoutexplainingwhy.
•Theteacher,afterreceivingacorrectresponse fromonestudent,continues,without ascertainingwhetherallstudentsunderstand theconcept.
•Theteachercirculatesduringsmallgroupor independentwork,offeringsuggestionsto groupsofstudents.
•Theteacherusesaspecificallyformulated questiontoelicitevidenceofstudent understanding.
•Theteacherasksstudentstolookovertheir paperstocorrecttheirerrors.
•Theteacherremindsstudentsofthe characteristicsofhighͲqualitywork(the assessmentcriteria),suggestingthatthe studentsthemselveshelpeddevelopthem.
•Whilestudentsareworking,theteacher circulatesprovidingsubstantivefeedbackto individualstudents.
•Theteacherusespopsiclesticksorexittickets toelicitevidenceofindividualstudent understanding.
•Studentsofferfeedbacktotheirclassmateson theirwork.
