Fallon Parker
EDL 273
Characteristic of Effective
Instruction
Teaching for understanding
Student-Centered Classrooms
Definition and Key
Components
Teaching for understanding is
engaging students in activities that
engage higher order thinking
(explaining, finding evidence and
examples, generalizing, applying,
making analogies, and representing
the topic in new ways.)
Connections
Structures
Performances
Constructing Knowledge
Depth of Knowledge
Creating and environment where
students are involved and engaged in
their own learning.
Collaborative learning
Meaningful assessment
Construction of learning
Metacognition
Educators/student
partnership
Application to Classroom
Practice
Differentiation in
instruction during
instruction.
Students are engaged in
active learning during read
aloud with manipulatives.
Students get to use
manipulatives in centers
after practice with
teachers.
Students identify prior
knowledge in KWL charts,
lists, Venn Diagrams.
Creating ambitious and
meaningful tasks
Scaffolding learning during
small group and centers.
Stating objects before
lessons and providing
specific feedback to
students during lessons.
Connect prior knowledge
to new knowledge learned
during read aloud.
Engage students during
centers and small groups
with new content.
Offer choices throughout
the day. (center time)
Hands on activities
throughout the day to help
students demonstrate skills.
Collaboration time: Think
pair share, buddy reading,
buddy math, center time.
Application to Professional
Development
Professional development on
intentional instruction.
Teachers attend instruction on CLASS
training through the year.
Attend district PLC on MTSS and the
Instructional Framework. Discussions
on design questions and how to apply
it in the classroom.
Create and implement instructional
framework growth plan. Meet with
instructional coach about progress.
PLC:
Attend district PLC on
MTSS and the Instructional
Framework.
Discussion on teacher as a
facilitator in the classroom.
How does that look in your
classroom? How do we
engage students in
meaningful ways throughout
the day? Look at design
questions and elements in
framework.
Data Teams:
Knowing who the learners
are individually and
collectively.
Plan activities that allow
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EDL 273
Teaching for Learner differences Providing instruction that meets the
needs of all learners.
Instructional match
Flexibility
Clear instruction
Instruction is focused on the
essential concepts and skills
with in instruction content.
Big Ideas
Rigor and Relevance Instruction that is challenging and
thought provoking so students can
apply the skills learned to real world
situations.
Higher order thinking
Deep understanding and
mastery of critical concepts
and skills.
Concepts and skills are
applied.
Connections within and
across disciplines.
Essential understanding are
formatively assessed.
Scaffolding learning during
small group and centers.
State learning objectives at
the beginning and end of
the lesson.
Connect prior knowledge
to new knowledge learned
during read aloud.
Looking at data to inform
instruction. (data teams)
Making connections to
read aloud and activity.
Intentional groupings of
students.
Providing different
materials for students.
Helping students make
connections during large
group and small group
instruction.
Connecting read aloud to
play in centers.
Choosing materials in the
classroom that helps
students apply what they
are learning.
Concepts Maps, Venn
Diagrams, KWL Charts.
Play Planning (students
plan what they are playing,
noting details about their
role)
collaborate work with
materials.
Data Team:
Looking at learners in
classroom and completing
the MTSS form. Planning
instruction based on learning
objectives/smart goals.
Professional Development:
CLASS training
PLC:
Instructional Framework
MTSS
PLC:
Instructional Framework
MTSS
Theme planning sessions: Lead by
instructional coaches. Discuss theme,
materials, concept maps, etc.
Concept maps: done in teams or with
instructional coach.
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EDL 273
Assessment for Learning Collecting information that assess
student learning and using
information to guide instruction
based on student progression toward
learning goals.
Learning progressions
Clear Learning Goals
Instructional modifications
based on evidence
Descriptive Feedback
Self and Peer Assessment
Collaborative classroom
climate
Providing clear and PLC:
descriptive feedback to Provide professional development so
students. that teachers understand what they
Small group want the students to learn.
instruction/data sheet
(Assessments takes place Create a sequence that teachers
during instruction) understand how students can move
State learning objectives at from novice to expert (Learning
the beginning and end of targets). Review learning targets
during professional development and
the lesson. Check for
mastery clarify with staff what we want
students to know.
Turn and talk to partner
about question (check for
understanding by checking
in with students)
Creating an environment
where students want to
collaborate.