LEARNING ACTIVITIES Some suitable to outcomes: Aligned to outcomes and suitable to In-depth knowledge and No alignment w/outcomes moderate cognitive challenge groups understanding to plan high-level Do not engage students cognitive activities You have a wonderful ability to plan You have chosen student activities Let’s look at the learning You have a nice match between for activities that generate which address part of the learning activities you have included in your learning activities and your thinking. Would you facilitate outcomes. When you set the plans. Are these activities that will outcomes. The activities should learning from case studies for our outcomes, your activity plan should lead to the learning outcomes? Will work well with your groups how – teachers on our next curriculum address all outcomes and require the students find these activities could you extend the required day? higher order thinking from your engaging? cognitive engagement? students. INSTRUCTIONAL No alignment w/outcomes Some suitable to outcomes: Aligned; significant cognitive Differentiated activities appropriately Do not engage students moderate cognitive challenge challenge with some differentiation for individuals MATERIALS AND for different groups RESOURCES A good question to test your choice You have materials and resources You have a wonderful plan for It’s good that you’ve allowed some of materials and resources be, address some of the learning addressing individual learners differentiation. Would it be possible there a clear match between the outcomes. How could you ensure all through the use of materials and “Is to increase opportunities for learning outcome and the outcomes are aligned and resources. Could you illustrate and instructional materials and materials/resources I’m using”? cognitively challenging? share that process for teachers in resources for individuals? our district schools? What about dialogue produced at different grade levels? INSTRUCTIONAL GROUPS Do not support the outcomes have Partially support outcomes Appropriate and varied use of groups Varied appropriately w/some student no variety choice You are planning for one type of You have supported your It is impressive to see the Will the groups you have planned grouping. What other grouping instruction with appropriate responsibilities handled by your lead to the desired results? What strategies would support your grouping; could you allow student students when groups are formed. changes should be made? instructional outcomes? input on the formation of groups How could this work be extended to and the resulting work? some of the interdisciplinary work your team is doing? 1E: DESIGNING COHERENT INSTRUCTION (continued) Element Unsatisfactory Basic Proficient Distinguished
LEARNING ACTIVITIES No alignment w/outcomes Do not engage students Let’s look at the learning activities you have included in your plans. Are these activities that will lead to the learning outcomes? Will the students find these activities engaging? Some suitable to outcomes: moderate cognitive challenge You have chosen student activities which address part of the learning outcomes. When you set the outcomes, your activity plan should address all outcomes and require higher order thinking from your students. Aligned to outcomes and suitable to groups You have a nice match between learning activities and your outcomes. The activities should work well with your groups – how could you extend the required cognitive engagement? In-depth knowledge and understanding to plan high-level cognitive activities You have a wonderful ability to plan for activities that generate thinking. Would you facilitate learning from case studies for our teachers on our next curriculum day? INSTRUCTIONAL MATERIALS AND RESOURCES No alignment w/outcomes Do not engage students A good question to test your choice of materials and resources be, “Is there a clear match between the learning outcome and the materials/resources I’m using”? Some suitable to outcomes: moderate cognitive challenge You have materials and resources address some of the learning outcomes. How could you ensure all outcomes are aligned and cognitively challenging? Aligned; significant cognitive challenge with some differentiation for different groups It’s good that you’ve allowed some differentiation. Would it be possible to increase opportunities for instructional materials and resources for individuals? Differentiated activities appropriately for individuals You have a wonderful plan for addressing individual learners through the use of materials and resources. Could you illustrate and share that process for teachers in our district schools? What about dialogue produced at different grade levels? INSTRUCTIONAL GROUPS Do not support the outcomes have no variety You are planning for one type of grouping. What other grouping strategies would support your instructional outcomes? Partially support outcomes Will the groups you have planned lead to the desired results? What changes should be made? Appropriate and varied use of groups You have supported your instruction with appropriate grouping; could you allow student input on the formation of groups and the resulting work? Varied appropriately w/some student choice It is impressive to see the responsibilities handled by your students when groups are formed. How could this work be extended to some of the interdisciplinary work your team is doing? 1E: DESIGNING COHERENT INSTRUCTION (continued) Element Unsatisfactory Basic Proficient Distinguished
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