Lesson includes opportunities to work at a variety of levels of knowledge (recalling information-knowledge; understanding information-comprehension; using information in a new way-application; breaking down information into parts-analysis; putting information together in new ways-synthesis; making judgments and justifying positions-evaluation) Pacing is appropriate to student needs Students use writing to learn/synthesize new learning Differentiated Instructional methods Element Engages Teacher’s instructional Students are Seen throughout the lesson III.1:C students practices engage students at challenged EDI Strategies (i.e. Engagement Norms-Track/Read with Me; an appropriately high level of cognitively Gestures for vocabulary; frequent pair-share; use of cognitive challenge. Students engaged attention signals; Whiteboards) have regular and ongoing Collaborative work to apply course’s key concepts to solve opportunities to interact with Opportunities real-world problems (development and application of 21st the teacher and with peers. to work with century skills) Students initiate interactions teacher and Directions and procedures are clear to deepen cognitive peers Provides frequent opportunities for student interaction engagement. Pauses frequently during direct instruction to check for Students understanding initiate Student choice in how they learn (keep the “what” constant) interactions Project/Problem/challenge-based learning Scaffolds lesson to provide support for all students to reach the outcome (sufficiently challenging, but not out of reach) 90-100% of students appear actively engaged (participating in discussion, hands-on work/experiments, answering questions, completing graphic organizers, collaborative work, reading/writing)
Lesson includes opportunities to work at a variety of levels of knowledge (recalling information-knowledge; understanding information-comprehension; using information in a new way-application; breaking down information into parts-analysis; putting information together in new ways-synthesis; making judgments and justifying positions-evaluation) Pacing is appropriate to student needs Students use writing to learn/synthesize new learning Differentiated Instructional methods Element III.1:C Engages students Teacher’s instructional practices engage students at an appropriately high level of cognitive challenge. Students have regular and ongoing opportunities to interact with the teacher and with peers. Students initiate interactions to deepen cognitive engagement. Students are challenged cognitively engaged Opportunities to work with teacher and peers Students initiate interactions Seen throughout the lesson EDI Strategies (i.e. Engagement Norms-Track/Read with Me; Gestures for vocabulary; frequent pair-share; use of attention signals; Whiteboards) Collaborative work to apply course’s key concepts to solve real-world problems (development and application of 21st century skills) Directions and procedures are clear Provides frequent opportunities for student interaction Pauses frequently during direct instruction to check for understanding Student choice in how they learn (keep the “what” constant) Project/Problem/challenge-based learning Scaffolds lesson to provide support for all students to reach the outcome (sufficiently challenging, but not out of reach) 90-100% of students appear actively engaged (participating in discussion, hands-on work/experiments, answering questions, completing graphic organizers, collaborative work, reading/writing)