This module introduces the TAP indicator of Activities and Materials (A&M) which addresses the variety and appropriateness of activities and materials chosen by teachers. Effective A&M support lesson objectives, engage different learning styles, and relate to student needs/interests. The TAP rubric descriptors for A&M are categorized into content-related, student-centered, and materials descriptors. Teachers should design A&M that fulfill these descriptors to different levels of proficiency.

1. Module 2
Intro to Teaching
TAP Rubric (randomize)
What is the TAP indicator, Activities and Materials?

2. Objective:
By the end of the module you should be able to:
● Define the TAP indicator: Activities and Materials (A&M)
● Align to the PL Framework Indicators
○ Designing
○ Facilitating

3. Activities and Materials:
This TAP indicator addresses the variety and appropriateness of
activities and materials that a teacher chooses to implement during a
lesson. By using a variety of materials and activities, teachers are able
to address various learning styles and intelligences. Therefore, the
criteria used by teachers in choosing materials and activities should
support the lesson objectives and relate to the needs of the students.
This indicator is closely related to Teacher Knowledge of Students. In
order to plan appropriate activities and materials, a teacher must have
knowledge of the needs and interests of the students.

4. On the TAP Rubric, Find the
Indicator “Activities and Materials”.
1. Review the Descriptors.
2. Unpack the Descriptors.
In your mind, think about the keywords in
each descriptor. (For example elicit a
variety of thinking. What does this mean?
Why is eliciting a variety of thinking helpful
to student learning?)
Activities and materials include most of the following:
They…
1. Support the lesson objectives;
2. Are challenging;
3. Sustain students’ attention;
4. Elicit a variety of thinking;
5. Provide time for reflection;
6. Are relevant to students’ lives;
7. Provide opportunities for student-to-student
interaction;
8. Induce student curiosity and suspense;
9. Provide students with choices;
10. Incorporate multimedia and technology; and
11. Incorporate resources beyond the school
curriculum texts.
12. In addition, sometimes activities are game-like,
involve simulations, require creating products,
and demand
self-direction and self-monitoring.

5. The descriptors for Activities and Materials can be classified into three main categories:
1. Content-Related Descriptors
1. Support the lesson objectives
2. Are challenging
3. Elicit a variety of thinking
4. Provide time for reflection
5. Are relevant to students’ lives
2. Student-Centered Descriptors
1. Sustain students’ attention
2. Provide opportunities for student-to-student interaction
3. Induce student curiosity and suspense
4. Provide students with choices
3. Materials Descriptors
1. Incorporate multimedia and technology
2. Incorporate resources beyond the school curriculum texts
3. In addition, sometimes activities are game-like, involve simulations, etc.

6. Mrs. LaRue
26:00Class Dojo
4 Teams
A. 2 Members AM NIET
B. 3 Members Designing / Facilitating - Learner Driven
C. 3 Members Designing / Facilitating - Teacher Redefined
D. 2 Members Designing / Facilitating - Environment Enriched

7. Evidence
How does the descriptor from the NIET rubric align to the indicators Designing and Facilitating in the PL
Framework? Can you see alignment in all three frameworks? Learner Driven, Teacher Redefined and
Environment Enriched?
What evidence of Activities and Materials did you see in the
video? Based on the evidence, what is the level of proficiency
for this teacher?