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CompleteFrameworkforTeachingInstrument

Domain1: 1c:Setting Instructional Outcomes PlanningandPreparation Teachingisapurposefulactivity;eventhemostimaginativeactivitiesaredirectedtowardscertaindesiredlearning.Therefore,establishinginstructional outcomesentailsidentifyingexactlywhatstudentswillbeexpectedtolearn;theoutcomesdonotdescribewhatstudentswilldo,butwhattheywilllearn.The instructionaloutcomesshouldreflectimportantlearningandmustlendthemselvestovariousformsofassessmentsothatallstudentsareabletodemonstrate theirunderstandingofthecontent.Insofarastheoutcomesdeterminetheinstructionalactivities,theresourcesused,theirsuitabilityfordiverselearners,and themethodsofassessmentemployed,theyholdacentralplaceinDomain1. Learningoutcomesareofanumberofdifferenttypes:factualandproceduralknowledge,conceptualunderstanding,thinkingandreasoningskills,and collaborativeandcommunicationstrategies.Inaddition,somelearningoutcomesrefertodispositions;itsimportantnotonlyforstudentstolearntoread,but educatorsalsohopethattheywillliketoread.Inaddition,experiencedteachersareabletolinktheirlearningoutcomeswithothersbothwithintheirdiscipline andinotherdisciplines.
Theelementsofcomponent1care: Value,sequence,andalignment Studentsmustbeabletobuildtheirunderstandingofimportantideasfromconcepttoconcept Clarity Outcomesmustrefertowhatstudentswilllearn,notwhattheywilldo,andmustpermitviablemethodsofassessment Balance Outcomesshouldreflectdifferenttypesoflearning:suchasknowledge,conceptualunderstanding,andthinkingskills Suitabilityfordiversestudents Outcomesmustbeappropriateforallstudentsintheclass Indicatorsinclude: Outcomesofachallengingcognitivelevel Statementsofstudentlearning,notstudentactivity Outcomescentraltothedisciplineandrelatedtothoseinotherdisciplines Permitassessmentofstudentattainment Differentiatedforstudentsofvariedability

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1c:Setting Instructional Outcomes Ineffective Outcomesrepresentlow expectationsforstudentsandlack ofrigor,nordotheyallreflect importantlearninginthediscipline. Outcomesarestatedasactivities, ratherthanasstudentlearning. Outcomesreflectonlyonetypeof learningandonlyonedisciplineor strand,andaresuitableforonly somestudents.
Outcomeslackrigor. Outcomesdonotrepresentimportant learninginthediscipline. Outcomesarenotclearorarestatedas activities. Outcomesarenotsuitableformany studentsintheclass.

Effective:Emerging Outcomesrepresentmoderatelyhigh expectationsandrigor.Somereflect importantlearninginthediscipline,and consistofacombinationofoutcomes andactivities.Outcomesreflectseveral typesoflearning,butteacherhasmade noattemptatcoordinationor integration.Mostoftheoutcomesare suitableformostofthestudentsinthe classbasedonglobalassessmentsof studentlearning.
Outcomesrepresentamixtureoflow expectationsandrigor. Someoutcomesreflectimportantlearning inthediscipline. Outcomesaresuitableformostofthe class.

Effective:Proficient Mostoutcomesrepresentrigorousand importantlearninginthediscipline. Alltheinstructionaloutcomesare clear,writtenintheformofstudent learning,andsuggestviablemethods ofassessment.Outcomesreflect severaldifferenttypesoflearningand opportunitiesforcoordination. Outcomestakeintoaccountthe varyingneedsofgroupsofstudents.
Outcomesrepresenthighexpectations andrigor. Outcomesarerelatedtobigideasofthe discipline. Outcomesarewrittenintermsofwhat studentswilllearnratherthando. Outcomesrepresentarangeofoutcomes: factual,conceptualunderstanding, reasoning,social,management, communication. Outcomesaresuitabletogroupsof studentsintheclass,differentiatedwhere necessary. Oneofthelearningoutcomesisfor studentstoappreciatetheaestheticsof 18thcenturyEnglishpoetry. Theoutcomesforthehistoryunitinclude somefactualinformation,aswellasa comparisonoftheperspectivesof differentgroupsintherunuptothe RevolutionaryWar. Theteacherreviewstheproject expectationsandmodifiessomegoalsto beinlinewithstudentsIEPobjectives.

HighlyEffective Alloutcomesrepresentrigorousand importantlearninginthediscipline. Theoutcomesareclear,writteninthe formofstudentlearning,andpermit viablemethodsofassessment. Outcomesreflectseveraldifferent typesoflearningand,where appropriate,representopportunities forbothcoordinationandintegration. Outcomestakeintoaccountthe varyingneedsofindividualstudents.
Inadditiontothecharacteristicsof proficient, Teacherplansreferencecurricular frameworksorblueprintstoensure accuratesequencing. Teacherconnectsoutcomestoprevious andfuturelearning Outcomesaredifferentiatedtoencourage individualstudentstotakeeducational risks.

Critical Attributes

Possible Examples

Alearningoutcomeforafourthgrade classistomakeaposterillustratinga poem. Alltheoutcomesforaninthgradehistory classarefactualknowledge. Thetopicofthesocialstudiesunit involvestheconceptofrevolutionsbut theteacheronlyexpectshisstudentsto remembertheimportantdatesofbattles. DespitehavinganumberofELLstudents intheclass,theoutcomesstatethatall writingmustbegrammaticallycorrect.

Outcomesconsistofunderstandingthe relationshipbetweenadditionand multiplicationandmemorizingfacts. Theoutcomesarewrittenwiththeneeds ofthemiddlegroupinmind;however, theadvancedstudentsarebored,and somelowerlevelstudentsstruggle.

Theteacherencourageshisstudentsto settheirowngoals;heprovidesthema taxonomyofchallengeverbstohelpthem striveforhigherexpectations. Studentswilldevelopaconceptmapthat linkspreviouslearninggoalstothosethey arecurrentlyworkingon. Somestudentsidentifyadditionallearning .

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Domain2:TheClassroomEnvironment
Component 2c:Managing classroom procedures 2c:ManagingClassroomProcedures Asmoothlyfunctioningclassroomisaprerequisitetogoodinstructionandhighlevelsofstudentengagement.Teachersestablishandmonitorroutinesand proceduresforthesmoothoperationoftheclassroomandtheefficientuseoftime.Hallmarksofawellmanagedclassroomarethatinstructionalgroupsare usedeffectively,noninstructionaltasksarecompletedefficiently,andtransitionsbetweenactivitiesandmanagementofmaterialsandsuppliesareskillfully doneinordertomaintainmomentumandmaximizeinstructionaltime.Theestablishmentofefficientroutines,andteachingstudentstoemploythem,maybe inferredfromthesensethattheclassrunsitself.
Theelementsofcomponent2care: Managementofinstructionalgroups Teachershelpstudentstodeveloptheskillstoworkpurposefullyandcooperativelyingroups,withlittlesupervisionfromtheteacher Managementoftransitions Manylessonsengagestudentsindifferenttypesofactivitieslargegroup,smallgroup,independentwork.Itsimportantthatlittletimeislostasstudentsmovefromone activitytoanother;studentsknowthedrillandexecuteitseamlessly Managementofmaterialsandsupplies Experiencedteachershaveallnecessarymaterialstohand,andhavetaughtstudentstoimplementroutinesfordistributionandcollectionofmaterialswithaminimumof disruptiontotheflowofinstruction Performanceofnoninstructionalduties Overall,littleinstructionaltimeislostinactivitiessuchastakingattendance,recordingthelunchcount,orthereturnofpermissionslipsforaclasstrip. Indicatorsinclude: Smoothfunctioningofallroutines Littleornolossofinstructionaltime Studentsplayinganimportantroleincarryingouttheroutines Studentsknowwhattodo,wheretomove

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2c:Managing classroom procedures Ineffective
Muchinstructionaltimeislostdueto inefficientclassroomroutinesand procedures.Thereislittleorno evidenceoftheteachermanaging instructionalgroups,transitions, and/orthehandlingofmaterialsand supplieseffectively.Thereislittle evidencethatstudentsknoworfollow establishedroutines. Studentsnotworkingwiththeteacherare disruptivetotheclass. Therearenoestablishedproceduresfor distributingandcollectingmaterials. Proceduresforotheractivitiesare confusedorchaotic.

Effective:Emerging
Someinstructionaltimeislostdueto onlypartiallyeffectiveclassroom routinesandprocedures.Theteachers managementofinstructionalgroups, transitions,and/orthehandlingof materialsandsuppliesisinconsistent, leadingtosomedisruptionoflearning. Withregularguidanceandprompting, studentsfollowestablishedroutines. Smallgroupsareonlypartiallyengaged whilenotworkingdirectlywiththe teacher. Proceduresfortransitions,and distribution/collectionofmaterials,seem tohavebeenestablished,buttheir operationisrough. Classroomroutinesfunctionunevenly

Effective:Proficient
Thereislittlelossofinstructionaltimedue toeffectiveclassroomroutinesand procedures.Theteachersmanagementof instructionalgroupsand/orthehandlingof materialsandsuppliesareconsistently successful.Withminimalguidanceand prompting,studentsfollowestablished classroomroutines. Thestudentsareproductivelyengaged duringsmallgroupwork. Transitionsbetweenlargeandsmall groupactivitiesaresmooth. Routinesfordistributionandcollectionof materialsandsuppliesworkefficiently. Classroomroutinesfunctionsmoothly.

HighlyEffective
Instructionaltimeismaximizeddueto efficientclassroomroutinesand procedures.Studentscontributetothe managementofinstructionalgroups, transitions,and/orthehandlingofmaterials andsupplies.Routinesarewellunderstood andmaybeinitiatedby students. Inadditiontothecharacteristicsof proficient, Studentstaketheinitiativewiththeir classmatestoensurethattheirtimeis usedproductively. Studentsthemselvesensurethat transitionsandotherroutinesare accomplishedsmoothly. Studentstakeinitiativeindistributingand collectingmaterialsefficiently. Studentsredirectclassmatesinsmall groupsnotworkingdirectlywiththe teachertobemoreefficientintheirwork. Astudentremindsclassmatesoftheroles thattheyaretoplaywithinthegroup. Astudentredirectsaclassmatetothe tables/heshouldbeatfollowinga transition. Studentsproposeanimprovedattention signal. Studentsindependentlycheckthemselves intoclassontheattendanceboard.

Critical Attributes

Possible Examples

Whenmovingintosmallgroups,students areconfusedastowheretheyare supposedtogo,whethertheyshouldtake theirchairs,etc. Therearelonglinesformaterialsand suppliesordistributingsuppliesistime consuming. Studentsbumpintooneanotherliningup orsharpeningpencils. Rolltakingconsumesmuchtimeatthe beginningofthelessonandstudentsare notworkingonanything. Moststudentsaskwhattheyaretodoor lookaroundforcluesfromothers.

Somestudentsnotworkingwiththe teacherarenotproductivelyengagedin learning. Transitionsbetweenlargeandsmall groupactivitiesareroughbuttheyare accomplished. Studentsarenotsurewhattodowhen materialsarebeingdistributedor collected. Studentsasksomeclarifyingquestions aboutprocedures Theattendanceorlunchcountconsumes moretimethanitwouldneedifthe procedureweremoreroutinized.

Studentsgetstartedonanactivitywhile theteachertakesattendance. Studentsmovesmoothlybetweenlarge andsmallgroupactivities. Theteacherhasanestablishedtiming device,suchascountingdown,tosignal studentstoreturntotheirdesks. Teacherhasanestablishedattention signal,suchasraisingahand,ordimming thelights. Onememberofeachsmallgroupcollects materialsforthetable. Thereisanestablishedcolorcoded systemindicatingwherematerialsshould bestored. Insmallgroupwork,studentshave establishedroles,theylistentoone another,summarizegdifferentviews,etc. Cleanupattheendofalessonisfastand efficient.

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Domain3:Instruction
Component 3b:UsingQuestioningandDiscussionTechniques

Questioninganddiscussionaretheonlyinstructionalstrategiesspecificallyreferredtointheframeworkforteaching;thisreflectstheircentralimportancetoteacherspractice.Butin theframework,itisimportantthatquestioninganddiscussionareusedastechniquestodeepenstudentunderstanding,ratherthanservingasrecitation,oraverbalquiz.Good teachersusedivergentaswellasconvergentquestions,framedinsuchawaythattheyinvitestudentstoformulatehypotheses,makeconnections,orchallengepreviouslyheldviews. Studentsresponsestoquestionsarevalued;effectiveteachersareespeciallyadeptatrespondingtoandbuildingonstudentresponsesandmakinguseoftheirideas.Highquality questionsencouragestudentstomakeconnectionsamongconceptsoreventspreviouslybelievedtobeunrelated,andarriveatnewunderstandingsofcomplexmaterial.Effective teachersalsoposequestionsforwhichtheydonotknowtheanswers.Evenwhenaquestionhasalimitednumberofcorrectresponses,thequestion,beingnonformulaic,islikelyto promotethinkingbystudents.Classdiscussionsareanimated,engagingallstudentsinimportantissuesandinusingtheirownlanguagetodeepenandextendtheirunderstanding. Theymaybebasedaroundquestionsformulatedbythestudentsthemselves. Notallquestionsmustbeatahighcognitivelevelinorderforateachersperformancetoberatedatahighlevel;thatis,whenexploringatopic,ateachermightbeginwithaseriesof questionsoflowcognitivechallengetoprovideareview,ortoensurethateveryoneintheclassisonboard.Furthermore,ifquestionsareatahighlevel,butonlyafewstudents participateinthediscussion,theteachersperformanceonthecomponentcannotbejudgedtobeatahighlevel.Inaddition,inlessonsinvolvingstudentsinsmallgroupwork,the qualityofthestudentsquestionsanddiscussionintheirsmallgroupsmaybeconsideredaspartofthiscomponent. Inorderforstudentstoformulatehighlevelquestions,theymusthavelearnedhowtodothis.Therefore,highlevelquestionsfromstudents,eitherinthefullclass,orinsmallgroup discussions,provideevidencethattheseskillshavebeentaught.

ElementsofComponent3bare: Qualityofquestions/prompts Questionsofhighqualitycausestudentstothinkandreflect,todeepentheirunderstanding,andtotesttheirideasagainstthoseoftheirclassmates.Whenteachersask questionsofhighquality,theyaskonlyafewofthem,andtheyprovidestudentswithsufficienttimetothinkabouttheirresponse,toreflectonthecommentsoftheir classmates,andtodeepentheirunderstanding.Occasionally,forthepurposesofreview,teachersaskstudentsaseriesof(usuallylowlevel)questionsinatypeofverbalquiz. Thismaybehelpfulforthepurposeofestablishingthefactsofanhistoricalevent,forexample,buttheyshouldnotbeconfusedwiththeuseofquestioningtodeepenstudents understanding. Discussiontechniques Effectiveteacherspromotelearningthroughdiscussion.SometeachersreportthatwediscussedxwhenwhattheymeanisthatIsaidx.Thatis,someteachersconfuse discussionwithexplanationofcontent;asimportantasthatis,itsnotdiscussion.Rather,inatruediscussion,ateacherposesaquestion,andinvitesallstudentsviewstobe heard,andenablingstudentstoengageindiscussiondirectlywithoneanother,notalwaysmediatedbytheteacher. Studentparticipation Insomeclassesafewstudentstendtodominatethediscussion,otherstudents,recognizingthispattern,holdbacktheircontributions.Teacherusesarangeoftechniquesto ensurethatallstudentscontributetothediscussion,andenlisttheassistanceofstudentstoensurethisoutcome. Indicatorsinclude: Questionsofhighcognitivechallenge,formulatedbybothstudentsandteacher Questionswithmultiplecorrectanswers,ormultipleapproachesevenwhenthereisasinglecorrectresponse Effectiveuseofstudentresponsesandideas Discussionwiththeteachersteppingoutofthecentral,mediatingrole Highlevelsofstudentparticipationindiscussion

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3b:Using questioning/ promptsand discussion Ineffective
Teachersquestionsareoflowcognitive challenge,singlecorrectresponses,and askedinrapidsuccession.Interaction betweenteacherandstudentsis predominantlyrecitationstyle,withthe teachermediatingallquestionsand answers.Afewstudentsdominatethe discussion.

Effective:Emerging
Teachersquestionsleadstudentsthrougha singlepathofinquiry,withanswers seeminglydeterminedinadvance. Alternativelytheteacherattemptstoframe somequestionsdesignedtopromote studentthinkingandunderstanding,but onlyafewstudentsareinvolved. Teacherattemptstoengageallstudentsin thediscussionandtoencouragethemto respondtooneanother,withuneven results. Teacherframessomequestionsdesigned topromotestudentthinking,butonlya fewstudentsareinvolved. Theteacherinvitesstudentstorespond directlytooneanothersideas,butfew studentsrespond. Teachercallsonmanystudents,butonly asmallnumberactuallyparticipateinthe discussion.

Effective:Proficient
Whiletheteachermayusesomelowlevel questions,heorsheposesquestionsto studentsdesignedtopromotestudent thinkingandunderstanding.Teacher createsagenuinediscussionamong students,providingadequatetimefor studentstorespond,andsteppingaside whenappropriate.Teachersuccessfully engagesmoststudentsinthediscussion, employingarangeofstrategiestoensure thatmoststudentsareheard. Teacherusesopenendedquestions, invitingstudentstothinkand/orhave multiplepossibleanswers. Theteachermakeseffectiveuseofwait time. Theteacherbuildsonusesstudent responsestoquestionseffectively. Discussionsenablestudentstotalktoone another,withoutongoingmediationby theteacher. Theteachercallsonmoststudents,even thosewhodontinitiallyvolunteer. Manystudentsactivelyengageinthe discussion. Theteacherasks:Whatmighthave happenedifthecolonistshadnot prevailedintheAmericanwarfor independence? Theteacherusespluraltheforminasking questions,suchas:Whataresomethings youthinkmightcontributeto? Theteacherasks:Michael,canyou commentonMarysidea?andMichael respondsdirectlytoMary. Theteacherasksaquestionandasks everystudenttowriteabriefresponse, thensharewithapartnerbeforeinvitinga fewtooffertheirideastotheentireclass.

Highly Effective
Teacherusesavarietyorseriesofquestions orpromptstochallengestudents cognitively,advancehighlevelthinkingand discourse,andpromotemetacognition. Studentsformulatemanyquestions,initiate topicsandmakeunsolicitedcontributions. Studentsthemselvesensurethatallvoices areheardinthediscussion.

Critical Attributes

Questionsarerapidfire,andconvergent, withasinglecorrectanswer. Questionsdonotinvitestudentthinking. Alldiscussionisbetweenteacherand students;studentsarenotinvitedto speakdirectlytooneanother. Afewstudentsdominatethediscussion.

Inadditiontothecharacteristicsof proficient, Studentsinitiatehigherorderquestions. Studentsextendthediscussion,enriching it. Studentsinvitecommentsfromtheir classmatesduringadiscussion

Possible Examples

Allquestionsareoftherecitationtype, suchasWhatis3x4? Theteacherasksaquestionforwhichthe answerisontheboard;studentsrespond byreadingit. Theteacheronlycallsonstudentswho havetheirhandsup.

Manyquestionsareoftherecitation type,suchasHowmanymembersofthe HouseofRepresentativesarethere? Theteacherasks:Whohasanideaabout this?butthesamethreestudentsoffer comments. Theteacherasks:Michael,canyou commentonMarysidea?butMichael doesnotrespond,ormakesacomment directlytotheteacher.

AstudentasksHowmanywaysarethere togetthisanswer? Astudentsaystoaclassmate:Idont thinkIagreewithyouonthis,because. Astudentasksofotherstudents:Does anyonehaveanotherideaastohowwe mightfigurethisout? AstudentasksWhatif?

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Component 3c:EngagingStudentsinLearning

Studentengagementinlearningisthecenterpieceoftheframeworkforteaching;allothercomponentscontributetoit.Whenstudentsareengagedinlearning,theyarenotmerely busy,noraretheyonlyontask.Rather,theyareintellectuallyactiveinlearningimportantandchallengingcontent.Thecriticaldistinctionbetweenaclassroominwhichstudents arecompliantandbusy,andoneinwhichtheyareengaged,isthatinthelatterstudentsaredevelopingtheirunderstandingthroughwhattheydo.Thatis,theyareengagedin discussion,debate,answeringwhatif?questions,discoveringpatterns,andthelike.Theymaybeselectingtheirworkfromarangeof(teacherarranged)choices,andmaking importantcontributionstotheintellectuallifeoftheclass.Suchactivitiesdonttypicallyconsumeanentirelesson,buttheyareessentialcomponentsofengagement. Alessoninwhichstudentsareengagedusuallyhasadiscerniblestructure:abeginning,amiddle,andanend,withscaffoldingprovidedbytheteacherorbytheactivitiesthemselves. Studenttasksareorganizedtoprovidecognitivechallenge,andthenstudentsareencouragedtoreflectonwhattheyhavedoneandwhattheyhavelearned.Thatis,thereisclosureto thelesson,inwhichstudentsderivetheimportantlearningfromtheirownactions.AcriticalquestionforanobserverindeterminingthedegreeofstudentengagementisWhatare thestudentsbeingaskedtodo?Iftheanswertothatquestionisthattheyarefillinginblanksonaworksheet,orperformingaroteprocedure,theyareunlikelytobecognitively engaged. Inobservingalesson,itisessentialnotonlytowatchtheteacher,butalsotopaycloseattentiontothestudentsandwhattheyaredoing.Thebestevidenceforstudentengagementis whatstudentsaresayinganddoingasaconsequenceofwhattheteacherdoes,orhasdone,orhasplanned.

ElementsofComponent3care: Activitiesandassignments Theactivitiesandassignmentsarethecenterpieceofstudentengagement,sincetheydeterminewhatitisthatstudentsareaskedtodo.Activitiesandassignments thatpromotelearningarealignedwiththegoalsofthelesson,andrequirestudentthinkingthatemphasizesdepthoverbreadth,andthatmayallowstudentsto exercisesomechoice. Groupingofstudents Howstudentsaregroupedforinstructionisoneofthemanydecisionsteachersmakeeveryday.Therearemanyoptions;studentsofsimilarbackgroundandskill maybeclusteredtogether,orthemoreadvancedstudentsmaybespreadaroundintothedifferentgroups.Alternatively,ateachermightpermitstudentstoselect theirowngroups,ortheycouldbeformedrandomly. Instructionalmaterialsandresources Theinstructionalmaterialsateacherselectstouseintheclassroomcanhaveanenormousimpactonstudentsexperience.Whilesometeachersareobligedtousea schoolordistrictsofficiallysanctionedmaterials,manyteacherusetheseselectivelyorsupplementthemwithothersoftheirchoosingthatarebettersuitedto engagingstudentsindeeplearning,forexample,theuseofprimarysourcematerialsinsocialstudies. Structureandpacing Noone,whetheradultsorstudents,likestobeeitherboredorrushedincompletingatask.Keepingthingsmoving,withinawelldefinedstructure,isoneofthe marksofanexperiencedteacher.Andsincemuchofstudentlearningresultsfromtheirreflectiononwhattheyhavedone,awelldesignedlessonincludestimeforreflection andclosure. Indicatorsinclude: Activitiesalignedwiththegoalsofthelesson Studententhusiasm,interest,thinking,problemsolving,etc Learningtasksthatrequirehighlevelstudentthinkingandarealignedwithlessonobjectives Studentshighlymotivatedtoworkonalltasksandarepersistentevenwhenthetasksarechallenging Studentsactivelyworking,ratherthanwatchingwhiletheirteacherworks. Suitablepacingofthelesson:neitherdraggingnorrushed,withtimeforclosureandstudentreflection

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3c:Engaging studentsin learning

Ineffective
Thelearningtasksandactivities, materials,resources,instructionalgroups andtechnologyarepoorlyalignedwith theinstructionaloutcomes,orrequire onlyroteresponses.Thepaceofthe lessonistoosloworrushed.Few studentsareintellectuallyengagedor interested.

Effective:Emerging
Thelearningtasksorpromptsare partiallyalignedwiththeinstructional outcomesbutrequireonlyminimal thinkingbystudents,allowingmost studentstobepassiveormerely compliant.Thepacingofthelesson maynotprovidestudentsthetime neededtobeintellectuallyengaged.

Effective:Proficient
Thelearningtasksandactivitiesarealigned withtheinstructionaloutcomesandare designedtochallengestudentthinking, resultinginactiveintellectualengagementby moststudentswithimportantandchallenging content,andwithteacherscaffoldingto supportthatengagement. Thepacingofthelessonisappropriate, providingmoststudentsthetimeneededto beintellectuallyengaged.

HighlyEffective
Virtuallyallstudentsareintellectually engagedinchallengingcontent,through welldesignedlearningtasks,andsuitable scaffoldingbytheteacher,andfullyaligned withtheinstructionaloutcomes.Inaddition, thereisevidenceofsomestudentinitiationof inquiry,andstudentcontributionstothe explorationofimportantcontent.Thepacing ofthelessonprovidesstudentsthetime neededtointellectuallyengagewithand reflectupontheirlearning,andtoconsolidate theirunderstanding.Studentsmayhavesome choiceinhowtheycompletetasksandmay serveasresourcesforoneanother. Inadditiontothecharacteristicsof proficient, Virtuallyallstudentsarehighlyengagedin thelesson. Studentstakeinitiativetomodifyalearning tasktomakeitmoremeaningfulorrelevant totheirneeds. Studentssuggestmodificationstothe groupingpatternsused. Studentshaveextensivechoiceinhowthey completetasks. Studentssuggestmodificationsoradditions tothematerialsbeingused. Studentshaveanopportunityforreflection andclosureonthelessontoconsolidate theirunderstanding.

CriticalAttributes

Fewstudentsareintellectuallyengagedin
thelesson. Learningtasksrequireonlyrecallorhavea singlecorrectresponseormethod. Thematerialsusedaskstudentsonlyto performrotetasks. Onlyonetypeofinstructionalgroupisused (wholegroup,smallgroups)whenvariety wouldbetterservetheinstructionalpurpose. Instructionalmaterialsusedareunsuitable tothelessonand/orthestudents. Thelessondrags,orisrushed.

Somestudentsareintellectuallyengagedin
thelesson. Learningtasksareamixofthoserequiring thinkingandrecall. Studentengagementwiththecontentis largelypassive,learningprimarilyfactsor procedures. Studentshavenochoiceinhowthey completetasks. Theteacherusesdifferentinstructional groupings;thesearepartiallysuccessfulin achievingthelessonobjectives. Thematerialsandresourcesarepartially alignedtothelessonobjectives,onlysome ofthemdemandingstudentthinking. Thepacingofthelessonisuneven;suitable inparts,butrushedordragginginothers. Studentsareaskedtofillinaworksheet, followinganestablishedprocedure. Thereisarecognizablebeginning,middle, andendtothelesson. Partsofthelessonhaveasuitablepace; otherpartsdragorfeelrushed.

Moststudentsareintellectuallyengagedin
thelesson.

Learningtaskshavemultiplecorrect
responsesorapproachesand/ordemand higherorderthinking. Studentshavesomechoiceinhowthey completelearningtasks. Thereisamixofdifferenttypesof groupings,suitabletothelessonobjectives. Materialsandresourcessupportthe learninggoalsandrequireintellectual engagement,asappropriate. Thepacingofthelessonprovidesstudents thetimeneededtobeintellectually engaged.

Possible Examples

Studentsareabletofilloutthelesson
worksheetwithoutunderstandingwhatits askingthemtodo. Thelessondrags,orfeelsrushed. Studentscompletebusyworkactivities.

Studentsareaskedtoformulateahypothesi
saboutwhatmighthappeniftheAmerican votingsystemallowedforthedirectelection ofpresidents. Studentsaregivenatasktodo independently,thentodiscusswithatable group,followedbyareportoutfromeach table. Thereisaclearbeginning,middle,andend tothelesson. Thelessonisneitherrushednordrags.

Studentsareaskedtowriteanessayinthe
styleofHemingway.

Astudentaskswhethertheymightremainin
theirsmallgroupstocompleteanother sectionoftheactivity,ratherthanwork independently. Studentsidentifyorcreatetheirown learningmaterials. Studentssummarizetheirlearningfromthe lesson.

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Component 3d:UsingAssessmentinInstruction

Assessmentofstudentlearningplaysanimportantroleininstruction;nolongerdoesitsignaltheendofinstruction;itisnowrecognizedtobeanintegralpartofinstruction. Whileassessmentoflearninghasalwaysbeenandwillcontinuetobeanimportantaspectofteaching(itsimportantforteacherstoknowwhetherstudentshavelearned whattheyintend)assessmentforlearninghasincreasinglycometoplayanimportantroleinclassroompractice.Andinordertoassessstudentlearningforthepurposesof instruction,teachersmusthavetheirfingeronthepulseofalesson,monitoringstudentunderstandingand,whereappropriate,offeringfeedbacktostudents. Ofcourse,ateachersactionsinmonitoringstudentlearning,whileitmaysuperficiallylookthesameasmonitoringstudentbehavior,hasafundamentallydifferentpurpose. Whenateacherismonitoringbehavior,he/sheisalerttostudentswhomaybepassingnotes,orbotheringtheirneighbors;whenteachersmonitorstudentlearning,they lookcarefullyatwhatstudentsarewriting,orlistencarefullytothequestionsstudentsask,inordertogaugewhethertheyrequireadditionalactivityorexplanationinorder tograspthecontent.Ineachcase,theteachermaybecirculatingintheroom,buthis/herpurposeindoingdoisquitedifferentinthetwosituations. Similarly,onthesurface,questionsaskedofstudentsforthepurposeofmonitoringlearning,arefundamentallydifferentfromthoseusedtobuildunderstanding;inthe former,teachersarealerttostudentsrevealedmisconceptions,whereasinthelatterthequestionsaredesignedtoexplorerelationships,ordeepenunderstanding.Indeed, forthepurposeofmonitoring,manyteacherscreatequestionsspecificallytoelicittheextentofstudentunderstanding,andusetechniques(suchasexittickets)toascertain thedegreeofunderstandingofeverystudentintheclass.Indeed,encouragingstudents(andactuallyteachingthemthenecessaryskills)ofmonitoringtheirownlearning againstclearstandardsisdemonstratedbyteachersathighlevelsofperformance.Inthiscomponent. Butasimportantasmonitoringofstudentlearningandprovidingfeedbacktostudentsare,however,theyaregreatlystrengthenedbyateachersskillinmakingmidcourse correctionswhenneeded,seizingonateachablemoment.

ElementsofComponent3dare: AssessmentCriteria Itisessentialthatstudentsknowthecriteriaforassessment.Atitshighestlevel,studentsthemselveshavehadahandinarticulatingthecriteriafor,forexample,a clearoralpresentation. Monitoringofstudentlearning Ateachersskillinelicitingevidenceofstudentunderstandingisoneofthetruemarksofexpertise.Thisisnotahitormisseffort,butisplannedcarefullyin advance.Butevenaftercarefullyplanning,monitoringofstudentlearningmustbewovenseamlesslyintothelesson,usingavarietyoftechniques. Feedbacktostudents Feedbackonlearningisanessentialelementofarichinstructionalenvironment;withoutit,studentsareconstantlyguessingastohowtheyaredoing,andhowtheir workcanbeimproved.Valuablefeedbackmustbetimely,constructive,andsubstantive,andprovidestudentstheguidancetheyneedtoimprovetheirperformance. Studentselfassessmentandmonitoringofprogress Theculminationofstudentassumptionofresponsibilityfortheirlearningiswhentheymonitortheirownlearning,andtakeappropriateaction.Ofcourse,theycanonlydothis ifthecriteriaforlearningareclearandiftheyhavebeentaughttheskillsofcheckingtheirworkagainstclearcriteria. Indicatorsinclude: Teacherpayingcloseattentiontoevidenceofstudentunderstanding Teacherposingspecificallycreatedquestionstoelicitevidenceofstudentunderstanding Teachercirculatingtomonitorstudentlearningandtoofferfeedback Studentsassessingtheirownworkagainstestablishedcriteria Teacheradjustinginstructioninresponsetoevidenceofstudentunderstanding(orlackofit)

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3d:Using Assessmentin Instruction

Ineffective
Thereislittleornoassessmentor monitoringofstudentlearning; feedbackisabsent,orofpoorquality. Studentsdonotappeartobeawareof theassessmentcriteriaanddonot engageinselfassessment.

Effective:Emerging
Assessmentisusedsporadicallyto supportinstruction,throughsome monitoringofprogressoflearningby teacherand/orstudents.Feedbackto studentsisgeneral,andstudents appeartobeonlypartiallyawareof theassessmentcriteriausedto evaluatetheirworkbutfewassess theirownwork.Questions/prompts/ assessmentsarerarelyusedto diagnoseevidenceoflearning.

Effective:Proficient
Assessmentisregularlyusedduring instruction,throughmonitoringof progressoflearningbyteacherand/or students,resultinginaccurate,specific feedbackthatadvanceslearning.Students appeartobeawareoftheassessment criteria;someofthemengageinselfassessment. Questions/prompts/ assessmentsareusedtodiagnose evidenceoflearning.

HighlyEffective
Assessmentisfullyintegratedinto instruction,throughextensiveuseof formativeassessment.Studentsappeartobe awareof,andthereissomeevidencethatthey havecontributedto,theassessmentcriteria. Studentsselfassessandmonitortheirprogress.A varietyoffeedback,fromboththeteacherand peers,isaccurate,specific,andadvances learning. Questions/prompts/assessmentsareused regularlytodiagnoseevidenceoflearningby individualstudents. Inadditiontothecharacteristicsofproficient, Thereisevidencethatstudentshavehelped establishtheevaluationcriteria. Teachermonitoringofstudentunderstandingis sophisticatedandcontinuous:theteacheris constantlytakingthepulseoftheclass. Teachermakesfrequentuseofstrategiesto elicitinformationaboutindividualstudent understanding. Feedbacktostudentsisspecificandtimely,and isprovidedfrommanysources,includingother students. Studentsmonitortheirownunderstanding, eitherontheirowninitiativeorasaresultof taskssetbytheteacher. Theteachersadjustmentstothelessonare designedtoassistindividualstudents. Theteacherremindsstudentsofthe characteristicsofhighqualitywork(the assessmentcriteria),suggestingthatthe studentsthemselveshelpeddevelopthem. Whilestudentsareworking,theteacher circulatesprovidingsubstantivefeedbackto individualstudents. Theteacherusespopsiclesticksorexittickets toelicitevidenceofindividualstudent understanding. Studentsofferfeedbacktotheirclassmateson theirwork. Studentsevaluateapieceoftheirwriting againstthewritingrubricandconferwiththe teacherabouthowitcouldbeimproved.

CriticalAttributes

Theteachergivesnoindicationofwhathigh
qualityworklookslike. Theteachermakesnoefforttodetermine whetherstudentsunderstandthelesson. Feedbackisonlyglobal. Theteacherdoesnotaskstudentstoevaluate theirownorclassmateswork.

Thereislittleevidencethatthestudents
understandhowtheirworkwillbeevaluated. Teachermonitorsunderstandingthrougha singlemethod,orwithoutelicitingevidenceof understandingfromallstudents. Teacherrequestsglobalindicationsofstudent understanding. Feedbacktostudentsisnotuniformlyspecific, notorientedtowardsfutureimprovementof work. Theteachermakesonlyminorattemptsto engagestudentsinselforpeerassessment. Theteachersattemptstoadjustthelessonare partiallysuccessful.

Studentsindicatethattheyclearlyunderstand
thecharacteristicsofhighqualitywork.

Theteacherelicitsevidenceofstudent
understandingduringthelessonStudentsare invitedtoassesstheirownworkandmake improvements. Feedbackincludesspecificandtimelyguidance foratleastgroupsofstudents. Theteacherattemptstoengagestudentsin selforpeerassessment. Whennecessary,theteachermakes adjustmentstothelessontoenhance understandingbygroupsofstudents.

PossibleExamples

Astudentasks:Howisthisassignmentgoing
tobegraded? AstudentasksDoesthisquizcounttowards mygrade? Theteacherforgesaheadwithapresentation withoutcheckingforunderstanding. Theteachersays:goodjob,everyone.

Teacherasks:Doesanyonehaveaquestion? Whenastudentcompletesaproblemonthe
board,theteachercorrectsthestudentswork withoutexplainingwhy. Theteacher,afterreceivingacorrectresponse fromonestudent,continues,without ascertainingwhetherallstudentsunderstand theconcept.

Theteachercirculatesduringsmallgroupor
independentwork,offeringsuggestionsto groupsofstudents. Theteacherusesaspecificallyformulated questiontoelicitevidenceofstudent understanding. Theteacherasksstudentstolookovertheir paperstocorrecttheirerrors.

FrameworkforTeachingProficiencyTestInstrument.Copyright2011OutcomesAssociates,Inc.AllrightsreservedPage10

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