Strategies (IP2) In one lesson Provides students with Provides students multiple Provides students with Provides students with one If new information is introduced, the lesson multiple ways (more than ways to engage with two ways to engage with way to engage with includes activation of prior two) to engage with content (more than two) content and one of the content or the two knowledge or a short content and all of the ways and most ways move ways moves students strategies used are discovery activity. move students toward students toward mastery. toward mastery. ineffective. The lesson includes a clear mastery. The lesson includes two of The lesson includes a The lesson includes a and effective aloud,” “think The lesson includes a the components: visual, kinesthetic, or visual, kinesthetic, or explicit modeling, heavily visual, kinesthetic, and visual, kinesthetic, and auditory component. auditory component, and it guided practice or other form auditory component. auditory. The lesson incorporates is not effective in engaging of clear mini-lesson. The key points of the lesson The lesson incorporates a The lesson incorporates a some components of a students with the content. are captured in writing (on clear and systematic gradual release of gradual release model, but The lesson does not white board, butcher paper, gradual release of responsibility—from a insufficient time is spent incorporate a gradual notes) so students can responsibility—from a mini-lesson or heavily on one of the components. release of responsibility. reference it during mini-lesson or heavily guided practice to guided independent practice. guided practice to guided practice and then Leads students through practice and then independent practice. guided practice with declining independent practice. guidance so that students eventually provide both the answers and the thought process. Students have ample opportunities to practice the objective and the practice is at the appropriate of difficulty. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under the quarter” in “throughout one lesson.
Strategies (IP2) In one lesson Provides students with multiple ways (more than two) to engage with content and all of the ways move students toward mastery. The lesson includes a visual, kinesthetic, and auditory component. The lesson incorporates a clear and systematic gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice. Provides students multiple ways to engage with content (more than two) and most ways move students toward mastery. The lesson includes two of the components: visual, kinesthetic, and auditory. The lesson incorporates a gradual release of responsibility—from a mini-lesson or heavily guided practice to guided practice and then independent practice. Provides students with two ways to engage with content and one of the ways moves students toward mastery. The lesson includes a visual, kinesthetic, or auditory component. The lesson incorporates some components of a gradual release model, but insufficient time is spent on one of the components. Provides students with one way to engage with content or the two strategies used are ineffective. The lesson includes a visual, kinesthetic, or auditory component, and it is not effective in engaging students with the content. The lesson does not incorporate a gradual release of responsibility. If new information is introduced, the lesson includes activation of prior knowledge or a short discovery activity. The lesson includes a clear and effective “think aloud,” explicit modeling, heavily guided practice or other form of clear mini-lesson. The key points of the lesson are captured in writing (on white board, butcher paper, notes) so students can reference it during independent practice. Leads students through guided practice with declining guidance so that students eventually provide both the answers and the thought process. Students have ample opportunities to practice the objective and the practice is at the appropriate of difficulty. *Everything that can be seen in one lesson should also be seen throughout the quarter, but it may be difficult to assess the items that are listed under “throughout the quarter” in one lesson.
Recruitment_Selection_Plan_TNTP_22APR2014.docx