Tap exemplary goals


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Tap exemplary goals

  1. 1. Standards and Objectives<br /><ul><li>All learning objectives and state content standards are explicitly communicated
  2. 2. Sub-objectives are aligned and logically sequenced to the lesson’s major objective
  3. 3. Learning objectives are: consistently connected to what students have previously learned, know from life experiences, and integrated with other disciplines
  4. 4. Expectations for student performance are clear, demand and high
  5. 5. State standards are displayed and referenced throughout the lesson
  6. 6. There is evidence that most students demonstrate mastery of the objective.</li></ul>Motivating students<br /><ul><li>The teacher consistently organized the content so that it is personally meaningful and relevant to students
  7. 7. The teacher consistently develops learning experiences where inquiry, curiosity and exploration are valued.
  8. 8. The teacher regularly reinforces and rewards effort.</li></ul>Presenting Instructional Content<br /><ul><li>Visuals that establish; the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson.
  9. 9. Examples, illustrations, analogies, and labels for new concepts and ideas.
  10. 10. Modeling by the teacher to demonstrate his or her performance expectations.
  11. 11. Concise communication
  12. 12. Logical sequencing and segmenting.
  13. 13. All essential information.
  14. 14. No irrelevant, confusing, or non-essential information. </li></ul>Lesson Structure and Pacing<br /><ul><li>All lessons start promptly.
  15. 15. The lesson’s structure is coherent, with a beginning, middle, end and time for reflection.
  16. 16. Pacing is brisk, and provides many opportunities for individual students who progress at different learning rates.
  17. 17. Routines for distributing materials are seamless.
  18. 18. No instructional time is lost during transitions.</li></ul>Activities and Materials: <br /><ul><li>Support the lesson objectives
  19. 19. Are challenging
  20. 20. Sustains students attention
  21. 21. Elicit a variety of thinking
  22. 22. Provide time for reflection
  23. 23. Are relevant to students lives
  24. 24. Provide opportunities for student to student interaction
  25. 25. Induce student curiosity and suspense
  26. 26. Provide students with choices
  27. 27. Incorporate multimedia and technology
  28. 28. Incorporate resources beyond the school curriculum texts,
  29. 29. In addition, sometimes activities are game-like, involve simulations, require creating products, and demand self-direction and self-monitoring.</li></ul>Questioning<br /><ul><li>Teacher questions are varied and high quality providing a balanced mix of questions types
  30. 30. Knowledge and comprehension
  31. 31. Application and analysis,
  32. 32. Creation and evaluation
  33. 33. Questions are consistently purposeful and coherent,
  34. 34. A high frequency of questions is asked
  35. 35. Questions are consistently sequenced with attention to the instructional goals.
  36. 36. Questions regularly require active responses,
  37. 37. Wait time, 3-5 seconds is consistently provided.
  38. 38. The teacher calls on volunteers and non-volunteers and a balance of students based on ability and sex.
  39. 39. Students generate questions that lead to further inquiry and self-directed learning.</li></ul>Academic Feedback<br /><ul><li>Oral and written feedback is consistently academically focused, frequent, and high quality.
  40. 40. Feedback is frequently given during guided practice and homework review.
  41. 41. The teacher circulates to prompt student thinking, assess each students progress, and provide individual feedback.
  42. 42. Feedback from students from student is regularly used to monitor and adjust instruction.
  43. 43. Teacher engages students in giving specific and high quality feedback to one another.</li></ul>Grouping Students<br /><ul><li>The instructional grouping arrangements(either whole class, small groups, pairs, individual; hetero-or homogenous ability) consistently maximize student understanding and learning efficiency.
  44. 44. All students in groups know their roles, responsibilities, and group work expectations.
  45. 45. All students participating in groups are held accountable for group work and individual work.
  46. 46. Instructional group composition is varied to best accomplish the goals of the lesson.
  47. 47. Instructional groups facilitate opportunities for studetns to set goals, reflect on and evaluate their learning. </li></ul>Teacher Content Knowledge<br /><ul><li>Teacher displays extensive content knowledge of all the subjects she or he teaches.
  48. 48. Teacher regularly implements a variety of subject-specific instructional strategies to enhance student content knowledge.
  49. 49. The teacher regularly highlights key concepts and ideas, and uses them as basis to connect other powerful ideas.
  50. 50. Limited content is taught in sufficient depth to allow for the development of understanding. </li></ul>Teacher Knowledge of students<br /><ul><li>Teacher practices display understanding of each student’s anticipated learning difficulties.
  51. 51. Teacher practices regularly incorporate student interests and cultural heritage.
  52. 52. Teacher regularly provides differentiated instruction methods and content to ensure children have the opportunity to master what is being taught. </li></ul>Thinking<br /><ul><li>Over the course of multiple observations, the teacher consistently and thoroughly teaches all four types of thinking;
  53. 53. Analytical thinking where students analyze, compare and contrast, and evaluate and explain information
  54. 54. Practical thinking where students use, apply and implement what they learn in real-life scenarios.
  55. 55. Creative thinking where students create, design, imagine and suppose.
  56. 56. Research based thinking where students explore and review a variety of ideas, models, and solutions to problems.
  57. 57. The teacher regularly provides opportunities where students
  58. 58. Generate a variety of ideas and alternatives.
  59. 59. Analyze problems from multiple perspectives and viewpoints
  60. 60. Monitor their thinking to insure that they understand what they are learning, are attending to critical information, and are aware of the learning strategies that they are using and why.</li></ul>Problem Solving:<br /><ul><li>Over the course of multiple observations, the teacher implements activities that teach and reinforce 6 or more of the following problem solving types.
  61. 61. Abstraction
  62. 62. Categorization
  63. 63. Drawing Conclusion/justifying solutions
  64. 64. Predicting outcomes
  65. 65. Observing and experimenting
  66. 66. Improving solutions
  67. 67. Identifying relevant/irrelevant information
  68. 68. Generating ideas
  69. 69. Creating and designing.</li></ul>Instructional Plan<br /><ul><li>Measurable and explicit goals aligned to state content standards
  70. 70. Activities, materials, and assessments that;
  71. 71. Are aligned to state standards
  72. 72. Are sequenced from basic to complex
  73. 73. Build on prior student knowledge, are relevant to students lives, and integrate other disciplines
  74. 74. Provide appropriate time for student work, student reflection, and lesson and unit closure.
  75. 75. Evidence that plan is appropriate for the age, knowledge, and interests of all learners
  76. 76. Evidence that the plan provides regular opportunities to accommodate individual student needs.</li></ul>Student Work<br /><ul><li>Assignments require students to
  77. 77. Organize, interpret, analyze, synthesize, and evaluate information rather that reproduce it.
  78. 78. Draw conclusions, make generalizations, and produce arguments that are supported through extended writing.
  79. 79. Connect what they are learning to experiences, observations, feelings, or situations significant in their daily lives both inside and outside of school. </li></ul>Assessment:<br /><ul><li>Are aligned with state content standards
  80. 80. Have clear measurement criteria
  81. 81. Measure student performance in more than three ways
  82. 82. Require extended written tasks
  83. 83. Are portfolio-based with clear illustrations of student progress toward state content standards.
  84. 84. Include descriptions of how assessment results will be used to inform future instruction. </li></ul>Expectations<br /><ul><li>Teacher sets high and demanding academic expectations for every student
  85. 85. Teacher encourages students to learn from mistakes
  86. 86. Teacher creates learning opportunities where all students can experiences success
  87. 87. Students take initiative and follow through with their own work.
  88. 88. Teacher optimizes instructional time, teaches more material, and demands better performance from every students</li></ul>Managing Student Behavior<br /><ul><li>Students are consistently well-behaved, and on task.
  89. 89. Teacher and studetns establish clear rules for learning and behavior
  90. 90. Teacher uses several techniques such as social approval, contingent activities, and consequences to maintain appropriate student behavior
  91. 91. The teacher overlooks inconsequential behavior
  92. 92. The teacher deals with students who have caused disruptions rather than the entire class.
  93. 93. The teacher attends to disruptions quickly and firmly.</li></ul>Environment<br /><ul><li>The classroom
  94. 94. Welcomes all members and guests
  95. 95. Is organied and understandable to all students
  96. 96. Supplies, equipment, and resources are easily and readily accessible.
  97. 97. Displays students work that frequently changes.
  98. 98. Is arranged to promote individual and group learning.
  99. 99. The teacher-student interactions demonstrates caring and respect for one another.
  100. 100. Students exhibit caring and respect for one another.
  101. 101. Teacher seeks out, and is receptive to the interests and opinions of all students.
  102. 102. Positive relationships and interdependence characterize the classroom.