1e: The series of learning experiences Some of the learning activities and Teacher coordinates knowledge of Plans represent the coordination of is poorly aligned with the materials are suitable to the content, of students, and of resources, content knowledge, Designing instructional outcomes and does instructional outcomes and to design a series of learning understanding of students’ Coherent not represent a coherent represent a moderate cognitive experiences aligned to instructional needs, and available resources Instruction structure. challenge but with no outcomes and suitable to groups of (including technology), resulting in a for students. series of learning activities designed to The activities are not designed to students. engage students in high- level cognitive The learning activities have reasonable engage students in active activity. Instructional groups partially time allocations; they represent intellectual activity and have support the instructional significant cognitive challenge, with unrealistic time allocations. Learning activities are outcomes, with an by the some for appropriately for individual learners. teacher at providing some variety. groups of students. Instructional groups do not Instructional groups are varied support the instructional The lesson or unit has a The lesson or unit has a clear appropriately with some opportunity outcomes and no variety. recognizable structure; the structure, with appropriate and varied for student choice. progression of activities is uneven, use of instructional groups. with most time allocations reason- The lesson’s or unit’s structure is clear able. and allows for pathways according to diverse student needs.
1e: Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and no variety. Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no for students. Instructional groups partially support the instructional outcomes, with an by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reason- able. Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some for groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups. Plans represent the coordination of content knowledge, understanding of students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high- level cognitive activity. Learning activities are appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for pathways according to diverse student needs.
DANCriteria4.docx