Variety of instructional Critical thinking, reflective A well-structured lesson activities: (use of technology, thinking, and problem solving (adapted many learning PowerPoints, Smartboard, activities are evident styles, manipulatives, small groups) research, whole class-small group-independent (varies), modeling, collaboration) Teacher asks questions that Content and instruction are Students are engaged and lead to and facilitate a high scaffolded and make asking questions that relate level of discussion and connections. to the content. synthesis. Questions are open-ended. The learning objectives are Student-centered learning The teacher is “highly tied to the standards, (discussion, problem-solving, qualified” and has communicated and the application of knowledge) appropriate degree and students are able to license and is pursuing understand them. further studies. Learning activities are Accountability: students are Integration of meaningful differentiated, offer choice, progressing on given hands-on activities and and fit with student needs. standards; unit tests, group manipulatives. check-ins, guided questions. Integration of technology to Strategic grouping of Teacher check-in of student enhance student students for collaborative learning through various understanding and work checks for understanding application 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 Informal formative Time on learning is (beginning-middle-end) and assessments multiple times maximized with little down scaffolded (gradual lead up to throughout the lesson time and quick transitions. objective)
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.
mursdguidetoeducatorevaluation2014-2015.docx