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Teacher ____________________ Teacher: ____________ Period: _____ Date: __________ Course: _____________________ Unit: _________________
Essential Question: _____________________________________________________________________________________________________________________
Big Idea/Learning Target ________________________________________________________________________________________________________________
Utilizes a minimal variety of instructional Sometimes attempts varied instructional Routinely utilizes a variety of best practice
techniques which do not consider effective techniques but is inconsistent instructional techniques that include
Instructional strategies for students with diverse Returns to less effective instructional effective strategies for students with
Techniques language and learning needs practices if something new does not work diverse language and learning needs
Effective instructional practices are applied
using multiple racial and cultural
Students do not have the opportunity to Apply uses proven instruction Apply
perspectives
uses(rigor,
provenrelevance,
instruction
Instructional apply new information strategies relationships,
strategies forrealness)
Social Studies (K-W-L,
Techniques for No close reading ritual used with texts Apply is teacher led with minimal Venn diagrams, t-chart, think-pair-
Social Studies No writing student interaction with activity share, stations)
No technology utilized by Close reading ritual is Apply is student centered with minimal
teacher or student Writing is minimal teacher talk
Authentic Learning tasks have little to no connection Learning
Technology is used
tasks by teacher
sometimes only
connect to Close reading
Learning tasks ritual with aconnect
consistently lens to Link to unwrapped units
Learning to standards or little to no support of SPPS standards and/or support SPPS curriculum standards
Writing strategies areSPPS
and support usedcurriculum
for extended
Supports curriculum Activities reflect a learning outcome and writing
Activities reflect a learning outcome and
Activities sometimes reflect a learning students are sometimes involved in students
Technology is used for
are regularly studentin authentic
involved
SPPS
outcome authentic learning activities learningactivities
learning
Standards
Goal/Measurable Goal/Measurable GANAG consistently connects to Authentic learning activities
Authentic Objective/SWBAT does not support Objective/SWBAT sometimes SPPS unwrapped units/Essential historical thinking
Learning learning unit Essential Question connects to learning unit Essential Question geographic thinking
Supports Reason for activity is absent (we are Question ANAG directly support the political thinking
Social Studies going to move on to (this) and then Some parts of the ANAG directly Goal/Measureable economic analysis
(this and then this) support the Goal/Measureable Objective/SWBAT
Activities are not rooted in Objective/SWBAT All activities are rooted in historical
historical thinking, geographic Some activities are rooted in thinking or geographic inquiry
inquiry or are busywork. historical thinking or geographic
inquiry
Some academic expectations are rigorous Most academic expectations are rigorous High rigor in which students have multiple
with some busywork with minimal busywork opportunities to achieve
High Conveys a negative attitude toward the Communicates importance of work, but Actions (verbal and non-verbal) reinforce
content with little conviction and minimal buy-in belief that all students can learn
Academic
Some students receive the message that by students Virtually all students receive the consistent
Expectations they are expected to attain high standards Most students consistently receive the message that they are expected to attain
in their schoolwork and some students do message that they are expected to attain high standards in their schoolwork
not high standards in their schoolwork
Level 1 for Blooms or DoK Some elements of GANAG has Each element of GANAG has purpose http://teachlikeachampion.com/wp-
High Academic I know you dont want to do this, purpose and meaning (HOT, Bloom 2- and meaning (HOTS, Bloom 3-4, DoK content/uploads/Lemov-Chapter-
Expectations for but, the district says we have 3, DoK 2) 3-6) 1.pdf
to.., I know this is boring, but. Some actions reinforce belief all Actions reinforce belief all students can no opt out
Social Studies
Opportunity to reflect through writing students can learn (teacher circulates, learn (teacher circulates, expects all right is right
or talk is absent some students answer questions, some students answer questions, Teach Like stretch it (talk bubbles)
Teach Like a Champion) a Champion) format matters
Some students have the opportunity Each student has opportunity to reflect without apology
to reflect on learning during the on learning during the lesson (writing
lesson (writing or accountable talk) or accountable talk)
Displays little understanding of Displays basic understanding of Displays pedagogical knowledge and http://www.history.org/history/tea
Pedagogical pedagogical knowledge pedagogical knowledge reflects on current research and best ching/enewsletter/volume9/mar11/
practices within the field writing.pdf
Content inquiry is lacking in GANAG Content inquiry is minimal in Best practices for Social Studies Primary resources, constructivist,
Social Studies and instruction GANAG and instruction are evident in GANAG and interactive, historical thinking,
Pedagogy Teacher talk is the main focus of Teacher talk is more than student talk instruction geographic inquiry
learning information Student talk is more than teacher http://teachinghistory.org/best-
talk practices
Utilizes a minimal variety of instructional Sometimes attempts varied instructional Routinely utilizes a variety of best practice
techniques which do not consider effective techniques but is inconsistent instructional techniques that include
strategies for students with diverse Returns to less effective instructional effective strategies for students with
Instructional language and learning needs practices if something new does not work diverse language and learning needs
Techniques Effective instructional practices are applied
using multiple racial and cultural
perspectives (rigor, relevance,
relationships, realness)
Students do not have the opportunity to Apply uses proven instruction Apply uses proven instruction
Instructional apply new information strategies strategies for Social Studies (K-W-L,
Techniques for No close reading ritual used with texts Apply is teacher led with minimal Venn diagrams, t-chart, think-pair-
Social Studies No writing student interaction with activity share, stations)
No technology utilized by teacher or Close reading ritual is Apply is student centered with minimal
student Writing is minimal teacher talk
Technology is used by teacher only Close reading ritual with a lens
Writing strategies are used for extended
writing
Technology is used for student learning
Instructional groups are assigned with little Instructional groups are assigned with Instructional groups are purposefully
attention to learner ability or instructional some attention to learner ability or selected using student data and appropriate
Instructional goals instructional goals to specific instructional goals
Groups All student groups are doing the same task Tasks within groups are varied according
to the instructional objectives
* Small groups are not expected to Small groups have minimal Small groups process learning together
Instructional process learning opportunity to process learning
Groups for
Social Studies
Uses mostly voluntary responses to solicit Uses some strategies to engage equitable Routinely uses a variety of questioning
answers participation strategies that draw equitable participation
Purposeful Does not or minimally prompts students to Sometimes prompts students to justify or (i.e. visible, random) based on culturally
Talk justify or extend their responses extend their responses responsive best practices rigor,
Questioning- Uses little or no discussion in the Uses questioning and discussion and some relevance, relationships, and realness
Discussion classroom active listening is evidenced among the Regularly prompts students to justify or
class members extend their responses related to content
specific language
See above See above Talk is directed by students
Purposeful Talk Talk strategies (VTS, seminar,
Questioning- philosophical chairs)
Discussion for Questions are open-ended
Social Studies Students prompted to justify or extend
answers (talk bubbles)
No time allowed for closure of lesson Some time allowed for closure of lesson Ample time allowed for closure of lesson
Lesson Closure is sometimes connected to the Closure is consistently connected to the
Closure objective objective
Lesson closure is directed by the teacher Lesson closure is directed by students
Generalize has no connection to Generalize gathers student data, but is not Generalize is formative
Lesson Closure Goal/measureable objective/SWBAT formative Generalize directly measures the
for No writing Generalize relates back to Goal/measureable objective/SWBAT for
Social Studies Goal/measureable objective/SWBAT each student/small group
Writing is low level Students process learning in HOT writing
Criteria has not been developed Develops criteria that is unclear or has not Develops assessment criteria and standards
been clearly communicated to the students that are clearly communicated to the
Rubrics and
No charts or rubrics posted/supplied to students
Criteria Charts
students Provides students with a chart or rubric that
indicates expectations for the assignment or
activity
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