STRUCTURE AND PACING No clearly defined structure or Recognizable structure, not uniform, Clearly defined structure, pacing Structure highly coherent allowing for – pace is too slow or rushed, or both pacing is inconsistent generally appropriate reflection and closure. Pacing appropriate for all. How you arrange the How might the structure of your In thinking of the pacing of the The structure and pacing of the instruction to have a defined lesson be improved for clarity? lesson, how could you build in more lesson is excellent. How you structure? What could you do to What could you do to ensure opportunities for student reflection? share this aspect of instruction with improve the pacing of the appropriate pacing of your lesson? Why is that important? colleagues? instruction? 3C: Engaging students in learning Indicators: Activities aligned with the goals of the lesson Student enthusiasm, interest, thinking, problem-solving, etc. Learning tasks that require high-level student thinking and are aligned with lesson objectives Students highly motivated to work on all tasks and persistent even with challenging tasks Students actively rather than watching teacher ‘working’ ‘work’ Suitable pacing of lesson not dragging nor rushed time for closure and student reflection – – 3D: USING ASSESSMENT IN INSTRUCTION Element Unsatisfactory Basic Proficient Distinguished ASSESSMENT CRITERIA Students don’t know criteria and Some criteria and standards are Students are fully aware of criteria Students are fully aware of performance standards for and performance standards evaluation criteria and performance evaluation standards and have contributed to How you show that students developing criteria What are some methods you clearly understand what high-quality How you include students in use to communicate what is work looks like in your classroom? What professional development developing the criteria for their required by the students to activity could be planned to share assessment? demonstrate proficiency? this process with others? MONITORING OF STUDENT No monitoring Monitors as a whole without Monitors groups of students using Teacher elicits diagnostic information – diagnostic information limited diagnostic prompts from students monitors progress of – LEARNING individual students How could you include students in How can you share your strategies How could you monitor your How could you use prompts which using diagnostic information to for eliciting diagnostic information students’ understanding of the result from a diagnosis of learning monitor student progress? from students with your peers? content? levels?
STRUCTURE AND PACING No clearly defined structure – or pace is too slow or rushed, or both How you arrange the instruction to have a defined structure? What could you do to improve the pacing of the instruction? Recognizable structure, not uniform, pacing is inconsistent How might the structure of your lesson be improved for clarity? What could you do to ensure appropriate pacing of your lesson? Clearly defined structure, pacing generally appropriate In thinking of the pacing of the lesson, how could you build in more opportunities for student reflection? Why is that important? Structure highly coherent allowing for reflection and closure. Pacing appropriate for all. The structure and pacing of the lesson is excellent. How you share this aspect of instruction with colleagues? 3C: Engaging students in learning Indicators: Activities aligned with the goals of the lesson Student enthusiasm, interest, thinking, problem-solving, etc. Learning tasks that require high-level student thinking and are aligned with lesson objectives Students highly motivated to work on all tasks and persistent even with challenging tasks Students actively ‘working’ rather than watching teacher ‘work’ Suitable pacing of lesson – not dragging nor rushed – time for closure and student reflection 3D: USING ASSESSMENT IN INSTRUCTION Element Unsatisfactory Basic Proficient Distinguished ASSESSMENT CRITERIA Students don’t know criteria and performance standards for evaluation What are some methods you use to communicate what is required by the students to demonstrate proficiency? Some criteria and standards are How you show that students clearly understand what high-quality work looks like in your classroom? Students are fully aware of criteria and performance standards How you include students in developing the criteria for their assessment? Students are fully aware of evaluation criteria and performance standards and have contributed to developing criteria What professional development activity could be planned to share this process with others? MONITORING OF STUDENT LEARNING No monitoring How could you monitor your students’ understanding of the content? Monitors as a whole – without diagnostic information How could you use prompts which result from a diagnosis of learning levels? Monitors groups of students using limited diagnostic prompts How could you include students in using diagnostic information to monitor student progress? Teacher elicits diagnostic information from students – monitors progress of individual students How can you share your strategies for eliciting diagnostic information from students with your peers?
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