Variety of instructional activities: (use of technology, PowerPoints, Smartboard, manipulatives, small groups) Critical thinking, reflective thinking, and problem solving activities are evident A well-structured lesson (adapted many learning styles, research, whole class-small group-independent (varies), modeling, collaboration) Teacher asks questions that lead to and facilitate a high level of discussion and synthesis. Questions are open-ended. Content and instruction are scaffolded and make connections. Students are engaged and asking questions that relate to the content. The learning objectives are tied to the standards, communicated and the students are able to understand them. Student-centered learning (discussion, problem-solving, application of knowledge) The teacher is “highly qualified” and has appropriate degree and license and is pursuing further studies. Learning activities are differentiated, offer choice, and fit with student needs. Accountability: students are progressing on given standards; unit tests, group check-ins, guided questions. Integration of meaningful hands-on activities and manipulatives. Integration of technology to enhance student understanding and application Strategic grouping of students for collaborative work Teacher check-in of student learning through various checks for understanding Element I-A-4: Well-Structured Lessons Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. What does this look like in practice? Lessons are sequenced (beginning-middle-end) and scaffolded (gradual lead up to objective) Informal formative assessments multiple times throughout the lesson Time on learning is maximized with little down time and quick transitions.
Each lesson provides a variety of learning experiences that address higher levels of thinking. Varied models of instruction (whole group, independent, and cooperative learning) All students are given opportunities to participate in the learning activities. Learning objectives are aligned to the common core and clearly communicated to the students in a kid-friendly way. Lessons incorporate many student-centered and student-directed opportunities for practice and learning Opportunities are built-in the lesson for student discussion Technology resources are integrated into the lesson to enhance student access to information and engagement. Groups are well-balanced, heterogeneous in terms of skill-set, willingness to participate, gender, etc. Learning expectations are challenging, but not overwhelming There are a variety of classroom activities: lab, video, think-pair-share, presentations, hands-on, group work, technology Various ways of developing and presenting concepts and lessons using a multi-modal approach Movement and interaction: student, student/student, teacher, etc. Element I-B-2: Adjustment to Practice Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students. What does this look like in practice? lessons implemented and re-assessment data tracked Teacher Self-Reflection and modification of practice Differentiated assessments Use and analysis of a variety of assessments in a data binder (SRI, SMI, Running Records, IXL, Pre-post tests) Develop enrichment opportunities to challenge and extend learning for advanced students. Use pre-test and post-test. Tracking student academic growth Team analysis of assessments and revision to curriculum. Frequent checks for student understanding