(Skill is emerging, but not yet to ideal proficiency. Coaching is recommended.) development and coaching is critical.) 1 Learning Intention Evidence of learning intentions—Teachers and students know what the students should be able Know, Do, and Understand because of the teaching. Evidence is observed in classrooms and in written lesson plans. Evidence of clear learning intentions—Teachers and students know what the students should be able to Know, Do and Understand because of the teaching. Evidence is observed in classrooms but not in written lesson plans. Teachers can explain what the students should Know, Do & Understand, but students do not. Neither teachers nor students can explain the learning intention. 2 Success Criteria The teacher and students can explain the scoring criteria prior to instruction and they know when students will be held accountable. Evidence is observed in classrooms and in written lesson plans. The teacher and students can explain the scoring criteria prior to instruction and they know when students will be held accountable. Evidence is observed in classrooms but not in written lesson plans. The teacher (not the students) knows what criteria will be expected for success and when students will be held accountable. Neither teacher nor students have success criteria prior to instruction. 3 Hook Evidence of grabbing students’ attention (the “hook”) to put students in a receptive frame of mind. Hook is tied to learning intention. Evidence Evidence of grabbing students’ attention (the “hook”) to put students in a receptive frame of mind. Hook is tied to learning intention. Evidence Hook does not put the students in a receptive frame of mind. Hook is not tied to learning intention. The hook is not evident.
observed in classroom and in written lesson plans. observed in classroom but not in written lesson plans. 4 Lesson Presentation Evidence of input, modeling, and checking for understanding. Evidence observed in classrooms and in written lesson plans. Evidence of input, modeling, and checking for understanding. Evidence observed in classrooms but not in written lesson plans. Input with modeling or checking for understanding but only one is present. Input is evident, but neither modeling nor checking for understanding is evident. 5 Guided Practice Opportunity for student to demonstrate his/her understanding of new learning under supervision of teacher. Feedback guides student progress. Evidence is observed in classroom and in written lesson plans. Opportunity for student to demonstrate his/her understanding of new learning under supervision of teacher. Feedback guides student progress. Evidence is observed in classroom but not in written lesson plans. Students have time for guided practice; however, feedback is not evident. Guided practice is not evident. 6 Closure Actions or statements that bring the lesson to an appropriate conclusion. Reviewing and clarifying key points of the lesson. Evidence is observed in classroom and in written lesson plans. Actions or statements that bring the lesson to an appropriate conclusion. Reviewing and clarifying key points of the lesson. Evidence is observed in classroom but not in written lesson plans. Learning targets are restated, but not clarified. No evidence of closure is present.
7 Independent Practice Provide reinforcement practice on a repeating schedule. Evidence of students generalizing new learning in multiple contexts. Evidence is observed and in written lesson plans. Provide reinforcement practice at the end of the unit. Evidence of students generalizing new learning in multiple contexts. Evidence is observed but not in written lesson Repeated independent practice without mastery or transfer is evident. No evidence of repeated independent practice. Evidence: Direct Instruction Fidelity Checklist