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3. Observation Series Final Thoughts.pdf

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2. Effective Teacher Observation Series Options.pdf

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1. Effective Teacher Observation Series Standards and Objectives.pdf

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Tutorial How To Develop a Digital Journal

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Tutorial How To Develop a Digital Journal

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Effective Teacher Observation Series Digital Journal

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Effective Teacher Observation Series Digital Journal

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Read this free ebook by Jayla R. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Alissa Thomas

Alissa.thomas@hcps.org

Office Site: Edgewood High School

Harford County Public Schools

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Gia Marie Ristvey

gristvey@talbotschools.org

Saint Michaels Middle High School

Talbot County Public Schools

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6 Culturally Responsive Classroom Management Strategies | ClassPoint

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Discover effective culturally responsive classroom management strategies with ClassPoint. Dive deep into these 6 strategies + 3 bonus tips.

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Relationship Building Through Culturally Responsive Classroom Management

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Relationship Building Through Culturally Responsive Classroom Management

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Relationship Building Through Culturally Responsive Classroom Management

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Hone your skills like curiosity, listening, cultural sensitivity, and humor to provide all students with equitable opportunities for learning.

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7 Culturally Responsive Classroom Management Strategies

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7 Culturally Responsive Classroom Management Strategies

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7 culturally responsive classroom management strategies - Resource hub for schools and districts

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Classroom management is often a challenge for teachers. Both newcomers and veterans are always looking for ways to make their classrooms more effective and welcoming for all students. As classrooms become more diverse, teachers have to develop strategies for classroom management that honor and respect students from various cultures and backgrounds.

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Tech-Rich Lesson Plan in Action: Elementary School Math - Metric Measurement

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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What Is Inquiry-Based Learning? Types, Benefits, Examples

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Your students can now be better prepared for the real world with the inquiry-based learning model. Know all about it in this blog by SplashLearn.

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Cooperative Learning Model:  Strategies and Examples

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Cooperative Learning Model:  Strategies and Examples

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Cooperative Learning Model: Strategies & Examples

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How to do Direct Instruction - TeachLikeThis

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to students in a unidirectional path.
An example of direct instruction is the traditional lecture format in universities. The teacher lectures regarding a specific topic while students diligently take notes.

Although this may be what most people think of when hearing the term "direct instruction", it is actually a quite narrow definition.

Direct instruction encompasses a much broader array of teaching techniques. For example, using a video to convey key points in a lesson is also direct instruction because it is the teacher that selected the video.

In practice, teachers incorporate a degree of direct instruction in most lessons, even when they involve other instructional strategies.

Direct Instruction Examples

1. SMART Learning Objectives
Learning objectives are specific statements regarding what students should be able to do or an action they should be able to perform at the end of the lesson.
Identifying learning objectives is an excellent way for teachers to align instructional content with curriculum standards and assessment procedures.

Because objectives are determined by the teacher, this is considered an example of direct instruction.

Learning objectives should be guided by SMART, which stands for:

Some modern educational approaches allow students to set their own learning objectives.

This helps students feel empowered and increases their sense of responsibility for their own learning.

However, there are many instructional scenarios where it is best that the teacher identifies the learning objectives.
See More: 55 Learning Objectives Examples
2. The Detailed Class Outline
Some teachers and professors like to write a detailed outline on the board before starting class. The outline identifies the main subjects of that day's lesson and the various facts and concepts associated with each heading.
This helps organize the information for students. They can see how the different concepts are grouped together and relate to other key subjects.

Seeing how material is organized is extremely important for understanding, especially if there are many similar concepts involved.

The more complicated the subject, the more valuable the outline.

Outlines can also contain examples. This allows students to process information more deeply and provides context for abstract concepts.

A conclusion at the end of the outline provides a summary of key points and highlights main concepts.

3. Think Aloud When Working Through Computations
Math is an intimidating subject for many students. Especially high-level subjects such as Calculus. Those computations can get quite complicated. For a lot of students, teachers simply go through the calculations too quickly; they just can't follow along.
This is why thinking aloud is a form of direct instruction teachers can use that can be extremely effective.

When the teacher thinks aloud as they go through each step in the line of a complex equation, it has several benefits.

First, it helps students understand the logic behind each particular step and how the teacher eventually arrived at the solution. This leads to a much clearer understanding and a deeper level of processing.

Secondly, by thinking aloud, the teacher will go at a pace that is more appropriate for students.

In most cases, the teacher has performed those calculations so many times that they really don't have to think about what they are doing. This can lead to them going far too fast for beginners.

Thinking aloud forces the teacher to go at a much more reasonable pace.

4. Modeling Techniques in Art Class
Showing students how to perform a certain action is called modeling. It is an example of direct instruction completely controlled by the teacher. The teacher slowly and methodically displays the movements that are needed to obtain the desired results.
Modelling is a fundamental teaching technique in art class. Showing students how to create a specific effect by turning the brush a certain way and applying a certain degree of pressure are key to students developing those skills themselves.

The art teacher will often model the stroke and think aloud simultaneously so that students understand how the action is executed.

Although students could also learn by experimenting and exploring on their own, it is far more efficient to receive direct instruction from an expert.

5. Demonstrations in Physics
Concepts in physics are usually abstract and complex. Hearing an instructor's explanations can sometimes be confusing and difficult to follow, especially if there is a lot of technical jargon involved.
This is when demonstrations can be very helpful. Seeing abstract concepts in action in the physical world facilitates student understanding.

For example, using a wind tunnel to demonstrate aerodynamic properties will help students see with their own eyes how the mathematical formulas function in the real world.

A good demonstration will involve the teacher adjusting variables to show how different results are obtained. The angle of a wing could be changed from one demonstration to the next so that students can see how important that factor is in effecting lift or direction.

During the demonstration, the teacher provides the appropriate explanations of what is happening.

6. Instructional Chunking
Chunking is a term used in teaching to refer to the breaking down of complex tasks into steps. It can be a form of direct instruction when the teacher asks students to complete one step, then the next, then the next, in very explicit order.
To ensure students are learning, the teacher will pause at certain key points and walk around the class. By checking on each student's progress, they can help students that need guidance and ensure that everyone is on the same page.

This is a form of direct instruction when the instructor chooses the information to be learned, the specific steps in the lesson, and provides explicit verbal instructions while taking the students through the necessary steps. The students don't get a chance to go off in their own creative direction.

7. The Gradual Release of Responsibility Model
Although it is tempting to try to put a single label on any given instructional approach so that it is easily classifiable, the reality is that any one lesson may contain elements of several methodologies. Case in point: The Gradual Release of Responsibility model.
Gradual release of responsibility involves the teacher transferring responsibility for learning from themselves to the students (Fisher & Frey, 2013). The model contains four stages:

I Do...teacher models the lesson objective

We Do...guided instruction involving teacher and students

You Do Together...collaborative learning in small groups or pairs

You Do Alone...students practice independently

The first step is direct instruction where the teacher models the goal behavior and provides the necessary verbal explanations.

Gradually, the students take more control of the learning process until they are able to perform the tasks without assistance.

Gradual release of responsibility is another great instructional strategy for any teacher's toolbox.

8. As Preparation for Experiential Activities
Experiential learning involves students participating in an activity that requires the use of specific skills or abilities. Students engage in hands-on activities that give them an opportunity to learn those skills by practicing. It is often called "learning by doing".
Before the activity is begun, the teacher usually provides direct instruction regarding the objectives, the process, and what skills will be exercised.

Sometimes those instructions are brief, but sometimes the activity requires more detailed explanations. So, the teacher may need to define key concepts or even demonstrate specific skills.

Although the teacher does not play a central role in the experiential activity itself, they help students prepare for the lesson by directing their focus on key elements of the learning objectives.

9. Teaching Phonics
There are many techniques to teach phonics to young learners, and most involve direct instruction.
The teacher has to model the sounds that each letter makes first so that children will understand what those lines on paper actually represent.

Once the basics have been learned, then the teacher can move to the next step and teach students how to read simple CVC words.

A demonstration is the first step. The teacher will point to each letter, pronounce it, and then put all the letters together to produce a single word.

10. Scaffolding
Scaffolding is when the teacher arranges the sequence of learning steps so that each one builds upon the skills obtained at the previous stage. It inherently involves teacher instruction and guidance followed by student-centered work.
While scaffolding is seen as a student-centered approach, it does nonetheless have direct instruction features. The teacher needs to be there to help and instruct the student through a task, and only once the student understands, can the teacher start withdrawing support and allowing the student to take the lead.

Although the concept of scaffolding originates from Vygotsky's Zone of Proximal Development (ZPD), the term comes from Dr. Jerome Bruner, who defined scaffolding as a process "that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts" Wood et al. (1976, p. 90).

Pros and Cons of Direct Instruction

Clarity: Instruction is clear and explicit, which helps the students to know exactly what to do and doesn't miss any steps.

Passive learning: The student starts off as a passive learner. They sit and listen to the teacher rather than actively completing a task.

One-to-many: Direct instruction often takes place in one-to-many instructional settings like university lectures, which can help get information to a large group at one time.

Teacher-Centered: It mostly involves the teacher talking and guiding, meaning it can be harder to receive feedback from students.

Replicable: Direct instruction tasks can be repeated over and over again because they're often in the form of a list or recipe that has clear guidelines.

No Trial and Error: Constructivist theory holds that students should learn through trial and error rather than simply following pre-set directions.

Recordable: As direct instruction is mostly teacher-centered, it can be recorded and replayed over and over again for students.

Lacks verbal exchange: Sociocultural theory holds that students often learn best through verbal exchange where they can talk through nuances, while direct instruction doesn't allow the back-and-forth required for contextualized learning to occur.

Conclusion

Direct instruction may be teacher-centered, but in many instructional scenarios, it is an absolutely necessary first step.

Teachers use direct instruction when they identify learning objectives, provide students with an outline of the day's lesson, and model or demonstrate abstract concepts.

Direct instruction can also be applied as a first step to set the stage for another instructional approach. For example, a teacher may define specific concepts needed for an experiential activity.

Gradual release of responsibility starts with direct instruction and then gradually transfers the instructional focus to the students until they can perform independently.

Direct instruction is both necessary and valuable in just about any learning scenario.

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green.

Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4), E610.

Fisher, D., & Frey, N. (2013). Engaging the adolescent learner: Gradual release
of responsibility instructional framework. Newark, DE: International Reading Association.

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331-337.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to

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Teacher provides feedback to students - Example 13

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Intro To DI: What is Direct Instruction?

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50 Ways to Use Bloom's Taxonomy in the Classroom

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50 Ways to Use Bloom's Taxonomy in the Classroom

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by Terry Heick

Bloom's Taxonomy is a powerful teaching and learning tool that can help you shape nearly everything that happens in your classroom.

Why you would want to do this is another conversation, though I will say that, in brief, Bloom's places the focus on student thinking and observable outcomes, and that is useful in formal learning contexts.

That said, Bloom's Taxonomy is simply one way to think about thinking and learning and so no, it shouldn't 'shape everything you do.' By choosing one thing, you, by definition, don't choose many others. I've yet to see a single, universal framing of everything that works everywhere for everyone-likely because that's a silly idea.
How To Use Bloom's Taxonomy In The Classroom
So then, how should you use Bloom's Taxonomy in the classroom? Applying this model isn't always an entirely seamless thing, if for not other reason than most 'parts' of learning (e.g., curriculum maps, pacing guides, lesson templates, tests, behavior charts, report card, etc.) aren't 'made for' it.

As I explained in What Is Bloom's Taxonomy? A Definition For Teachers, Bloom's Taxonomy is simply a way of thinking about thinking-a framework. Consider how a 'diet' is a way of framing food to achieve a specific purpose, whether that purpose is improved sleep, weight loss, added muscle, or any other number of factors, a 'diet' 'frames food' around a certain way of thinking and a specific purpose. While not exactly functioning the same way a diet does, Bloom's Taxonomy does provide a kind of structure to think about learning and achieve specific goals.

Below, I've listed 50 ways to use Bloom's Taxonomy in the classroom. Of course, there are literally hundreds, if not thousands. Some would likely require their own post to explain sufficiently, so I don't expect this to function as a how-to guide but rather a kind of brainstorming to demonstrate not just the power of Bloom's Taxonomy, but the utility of learning frameworks in general-including the TeachThought Learning Taxonomy.
50 Ways To Use Bloom's Taxonomy in The Classroom
1. Map curriculum

2. Frame data about learning (wouldn't necessarily have to be assessment data, but could be)

3. Design an assessment

4. Improve an assessment

5. Design a 'What now?" after-assessment assignment

5. Personalize learning

6. Support students in self-directed learning

7. Guide inquiry-based learning

8. Create 'if you finish your work early' assignments

9. Frame letter grades

10. Create content-based team-building games

11. Provide learning feedback

12. Promote meta-cognition in students

13. Revise writing with students-or to help them to revise it themselves

14. Use it to group students (one group per Bloom's level, for example, then rotating based on some criteria or timing)

15. Create literature circles

16. Learning reflection journals

17. Visualize student progress over a period of time

18. Create tiered assignments (what I call a 'Bloom's Spiral)

19. Frame choice boards

20. Content-based bell ringers

21. Smarter exit slips

22. Guide research projects

23. Simplify an assessment as a response to intervention

24. Increase the complexity of an assessment to challenge high-achieving students

25. Create question stems (to learn or demonstrate learning)

26. Model a skill/competency via given Bloom's level

27. Frame a mini-lesson

28. Structure a write-around (pass around one sheet of paper per Bloom's Level, then ask students to write and pass freely based on a given topic or learning target)

29. Differentiate instruction

30. Guide your own teacher professional development (e.g. self-assessing the strength of your own understanding on a given topic)

31. Skim and respond to current events

32. Summarize a reading passage

33. Structure a formal classroom discussion

34. Evaluate the winner in a debate

35. Create a Combination Learning blend

36. Organize your own digital teaching materials on Google Drive

37. Evaluate the historical significance of a person or event (by evaluating the relative complexity of a person's 'performance' or the 'weight' of an event)

38. Create a digital scavenger hunt (You can find our Bloom's Digital Taxonomy cards here.)

39. Curate student digital portfolio artifacts

40. Refine and improve questions

41. Help students create their own reading response prompts

42. Combine with a KWL chart before, during, or after a lesson

43. Create a digital citizenship campaign

44. Self-monitor own understanding of a target over the course of a lesson/unit (e.g.,s students would create a visualization of their own understanding at certain checkpoints)

45. Provide 'sync points' in Sync Teaching

46. Brainstorm essay topics or 'angles'

47. Frame the evolution of an argument (in writing or speaking-during pre-writing stages, for example)

48. Plan a podcast or video series around a topic (moving 'up and down' Bloom's Taxonomy)

49. Help support students during student-led conferences

50. Brainstorm ideas for project-based learning

You can explore some of our Bloom's Taxonomy resources, and look for an upcoming course from TeachThought University on the effective use of Bloom's Taxonomy in your classroom.
50 Ways To Use Bloom's Taxonomy in The Classroom

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50 Ways To Use Bloom's Taxonomy In The Classroom

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Bloom's Taxonomy is a powerful teaching and learning tool. Here are 50 specific ways to use Bloom's Taxonomy in the classroom.

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Teaching Strategies that Enhance Higher-Order Thinking

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Teaching Strategies that Enhance Higher-Order Thinking

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Teaching Strategies that Enhance Higher-Order Thinking - TeachHUB

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Teachers want their students to understand what is being taught, not just memorize it. Utilize these teaching strategies that enhance higher-order thinking.

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ASCD Video: Excerpt, "What Rigor Looks Like in the Classroom"

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Tips for bringing students to that mental state where they're so engaged with a task that they use all their mental resources and don't notice time passing.

ZUMA Press Inc / Alamy Stock Photo

Getting clear on the distinction between rigor and cognitive demand can make a difference for each student in every classroom. Rigor is, roughly, complexity of thought, while cognitive demand refers to sustained mental taxation.

In other words, cognitive demand is holistic, and rigor is just one of its components.

A Common Pitfall of Aiming for Rigor

Imagine this: You open an application, and your computer executes the commands in the coding quickly and efficiently. Next, you open a more complex application, and your computer executes the commands with a slight delay. You conclude that the delay means your computer did something more difficult.

Now imagine an all-too-common, and very frustrating, scenario: You open a basic application, but since your computer is running functions in the background, you get an unexpected delay. Maybe you're impatient-you click a few more times and the screen grays out. Many seconds later, 14 identical windows open. Now what do you conclude?

In the first scenario, the more complex application is what is typically meant by rigor in the classroom. A teacher makes an assignment more difficult, and students find it more challenging, so it takes longer. However, the second scenario points up several things the first misses. We get a false positive for rigor when we ask a computer to run an application while computing resources are already taxed. If time on-task (the computing delay) is our only measure for rigor, when students have a lot on their minds already, teachers may underestimate what they can really handle.

It gets worse from there. We may be able to keep the computer on-task for hours by feeding it the same function over and over. What happens when we try this with students? Assigning them more to do-or, worse, providing vague directions-delays task completion and only gives the appearance of rigor.

Students are not computers, of course, but if we're not mindful of the way we engage them, they may do what computers do and shut down. Unlike computers, they may then refuse to start back up once we realize our error. We can avoid this trap and create better learning experiences for all students by shifting our focus to cognitive demand.

The Dials of Cognitive Demand

Cognitive demand is more than just rigor-it is that mental state a person experiences when they are so deeply engaged with a task that they use all of their mental resources and don't notice time passing. How can teachers set up lessons that bring students to that mental state on a regular basis?

Think of the following design aspects as dials-they can be adjusted to optimize the cognitive demand of tasks so that students engage deeply and productively with course content rather than being overwhelmed or, worse, underwhelmed.

Preassessment: You need to know what your students know and are able to do before you can tell what will stretch but not break them. Also, kids stick with the hard stuff longer when they care about it. Using interest surveys and closely listening to students talk about their lives yield opportunities to tap into their natural curiosities and keep course content relevant.

Rigor: You can more accurately determine the level of rigor of a student task by first completing it yourself. In general, the more challenging you find it, the more rigorous it is. Time yourself and extrapolate reasonably.

Explicitness of task: Don't mistake complicated for complex. Make sure your directions are precise and clear. Read your prompts to colleagues and students. Ask for and apply their feedback. Ambiguity and insufficient context are unnecessary obstacles that lead to lower student performance and subsequent teacher expectations.

Criteria for success: Students can't hit targets they can't see. Spell out exactly what you're looking for, then make it visual. Include it again on the assignment page. Provide student work samples, and encourage innovation over emulation. Better yet, give an example, and build student buy-in by generating the scoring rubric collaboratively.

Differentiation: Students' confidence and endurance soar with the right supports. When students have choices of process, product, and content, their sense of pride and accomplishment can push them to new heights. Tip: Make a curated set of resources accessible on demand so that students stay locked-in rather than searching for what they need.

Metacognition: Increase the likelihood that students will engage in productive struggle by explicitly repeating that the feeling of struggle is the feeling of learning. Post a troubleshooting guide prominently in your room so that students have a reminder of what to do when they get stuck. Level up by introducing a backchannel like Padlet for students to post in real time, so they can keep moving, confident that their question will soon be answered.

Uninterrupted processing and application time: Give students the time to process and ask questions, but once you set them to work, let them work. If you think of something you must communicate, post it somewhere in the room. If it's truly necessary, they'll notice. Tip: Experiment with background music to help students maintain focus on the work.

How do you know when you've got things right? The dials of cognitive demand don't come with presets. However, if you collect and analyze data on student learning and then fiddle with these dials, you should see increased cognitive demand right away. And that will benefit all of your students.

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How to Increase the Cognitive Demand of Lessons

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Tips for bringing students to that mental state where they're so engaged with a task that they use all their mental resources and don't notice time passing.

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How to build student stamina - Sonic Learning

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So much of success in life boils down to persistence. While "natural ability" is often touted as a gift that must be nurtured, students who have learned the art of persistence are able to work through challenges, deal with failure and achieve their goals. But how can you help a child develop persistence?

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Supporting Families to Boost Students' Success

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Supporting Families to Boost Students' Success

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Supporting Families to Boost Students’ Success

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Making Classrooms More Inclusive for Multilingual Learners

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Making Classrooms More Inclusive for Multilingual Learners

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Making Classrooms More Inclusive for Multilingual Learners

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Students learn at different rates and require different types and levels of support from their teachers in order to succeed. The rate and depth of support will vary depending on individual children's needs. It is, therefore, vital that teachers understand the varying levels of need within their classroom, as well as any barriers to learning students may face. Knowing this can help teachers to utilise adaptive teaching practice to provide their pupils with the targeted support needed to boost student outcomes.

In this article, we will outline what is meant by the term adaptive teaching, detail its importance, and provide you with a range of adaptive teaching strategies that you can use to help your learners excel and achieve.

What is Adaptive Teaching?

Adaptive teaching, as referred to within the Early Career Framework, relates to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It encompasses the importance of effective planning prior to the lesson, as well as the adjustments made to teaching and learning throughout the lesson. The term is inclusive and recognises the distinct and separate needs of every pupil in the classroom.

Adaptive teaching moves away from the idea of labelling individuals and groups according to their ability and is instead centred around the idea that teachers have high expectations for every pupil in their care. Within the practice of effective adaptive teaching, all learners experience the same high expectations set out by the teacher, with differing layers of support, to help them make good progress and achieve well over time.

What is the Difference Between Adaptive Teaching and Differentiation?

Early Career Framework, 2019

The term 'differentiation' is slowly being replaced with 'adaptive teaching' by many professionals working within education.

What we now perceive to be effective differentiation has changed dramatically from what was once considered to be good practice. Some, for example, still associate differentiation with three coloured worksheets or tasks for three distinct ability groupings. (Some even labelled these with lower, middle or higher attainers.) This practice poses numerous problems. Firstly, a child who always receives the pink sheet labelled L will begin to see themselves as merely a lower ability learner who cannot make progress beyond their allocated grouping. The level of challenge they experience remains stagnant and they become trapped and stifled by their teachers' fixed expectations.

In the creation of these time-consuming coloured worksheets, teachers may wrongly believe that all learners' needs are being met. However, teachers must make further adaptations for individual learners who may struggle to access their learning, such as some learners with special educational needs and/or disabilities (SEND).

Differentiation in this form can have a negative impact on both attainment and progress, and therefore many professionals are leaning towards the term 'adaptive teaching' to help capture all the important aspects of differentiation, without its negative connotations.

The more helpful term of adaptive teaching is much clearer in its aim: it is teaching and learning practices that help all learners to achieve by better suiting their needs. It also encapsulates the importance of investigating the reason behind the struggle, as opposed to merely addressing the struggle itself.

Why is Adaptive Teaching Important?

Adaptive teaching is vital in ensuring that all learners achieve the best possible outcomes. Adaptive teaching:

Helps to cultivate a more inclusive classroom space, where each child's needs have been addressed.

Helps teachers to understand pupils' prior understanding of the subject matter, allowing them to plan more effectively.

Enables teachers to provide equitable learning opportunities for all children. Being adaptive in both the moment and as a result of considered, planned adaptive teaching strategies will help to yield better academic outcomes for pupils.

Gives every child the chance to succeed so that no child is left behind. This can help to decrease gaps in progress and attainment between learners.

Helps to nurture a greater respect and admiration for education, ensuring pupils are motivated and engaged in their learning. You can find out more about the importance of motivation in education here.

Supports both teachers and pupils alike. With considered and informed planning, teachers will feel more confident in their delivery as their planning will have anticipated any barriers learners may face. This helps teachers to have greater control over the outcome of lessons and it gives them the freedom and space to explore and strengthen their in-the-moment adaptive teaching strategies. This can help to increase teachers' long-term professional satisfaction.

Adaptive Teaching Strategies

The success of any adaptive teaching strategy relies on the creation of a positive learning environment. This will help to provide a warm and inclusive atmosphere, where all students are respected, valued and understand their role in cultivating positive behaviour for learning. You can find out more about how to create a positive learning environment here.

The first element of adaptive teaching lies in effective curriculum planning. Where the curriculum is well planned and considers the progression of skills across the age ranges, the need for in-the-moment adaptive teaching strategies will decrease - as teachers will have already considered the many barriers and challenges learners may face, and planned and resourced accordingly. This may be, for example, through the use of targeted teacher or TA support, pre-teaching vocabulary, releasing lesson content online early, or providing audio summaries or lesson introductions before the lesson.

Note that when considering the needs of all learners, teachers should not remove challenge entirely. Challenge is an essential aspect of learning. It needs to be present and pitched correctly.

Effective communication with pupils and parents or carers can help teachers to ensure the supportive strategies they use are personalised and, therefore, most effective for the individual. You can find out more about communication in the classroom here.

Assessment is also an essential aspect of adaptive teaching as it helps to steer teaching and learning to improve outcomes. Formative and summative assessment can be used to inform in-the-moment adaptations and future planning. For example, adaptive teaching may be required if a teacher identifies a gap in their students' knowledge through a formative assessment strategy, such as the teacher using skilful questioning and students recording their responses on mini-whiteboards. By gaining a snapshot of learners' current understanding, the teacher can then use a range of in-the-moment adaptations to address any gaps in knowledge or areas of misunderstanding.

In-the-moment adaptive teaching includes:

Rephrasing questions or content.

Adapting language to ensure all learners understand the content.

Providing exemplars or WAGOLLs - 'what a good one looks like.'

Highlighting and emboldening key learning points.

Prompting learners with key words, visuals, sound bites or other sensory stimuli.

Setting up temporary groups as an additional layer of scaffolding.

Gauging group responses to support individual answers.

Giving step-by-step instructions for tasks.

Effective adaptive teaching also involves careful evaluation. The strategies used must support progression if they are to be deemed effective. Teachers and teaching assistants should have a secure understanding of the elements of high-quality teaching and use them to best suit the needs of their learners. Finally, adaptive teaching strategies should be selected purposefully and used flexibly to ensure the best possible outcomes for all pupils.

Adaptive teaching refers to the adaptations made to teaching to ensure it provides all learners with the opportunity to meet expectations. It may look different across schools, within subject areas and between classrooms. Speaking to pupils, making use of assessment outcomes and working closely with colleagues can help you to ensure that the adaptive teaching strategies you use have a positive impact. Similarly, strong professional development can help school staff to work together to shape, build and strengthen their understanding of what good adaptive teaching means to them, their subject area and their school.

Further Resources:

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Adaptive teaching is vital in ensuring that all learners achieve the best possible outcomes. Find a range of adaptive teaching strategies that you can use here.

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Establishing and Maintaining an Effective Classroom Ecology

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Establishing and Maintaining an Effective Classroom Ecology

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Establishing and Maintaining an Effective Classroom Ecology

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Copy of Reflections on Learning To Teach

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Rebecca Talbott

rtalbott@bcps.org

Eastern Technical High School

Baltimore County Public Schools

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Criterion and Norm Referenced Score Reporting:  What is the difference?

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Criterion and Norm Referenced Score Reporting:  What is the difference?

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Assessment and Curriculum for Students with Disabilities

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Assessment and Curriculum for Students with Disabilities

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Assessment and Curriculum for Students with Disabilities

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Criterion vs. Norm Referenced Assessment

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Criterion vs. Norm Referenced Assessment

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Backwards Mapping Lesson Planning Template

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Backwards Mapping Lesson Planning Template

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Backwards Mapping Lesson Planning Template Directions (1)

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Utilizing Proximity to Manage Classroom Discipline

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Utilizing Proximity to Manage Classroom Discipline

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Utilizing Proximity to Manage Classroom Discipline and Behavior

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When it comes to effective teaching, it's crucial to create a learning environment where students feel safe, known, and motivated to learn. As the teacher, a large part of establishing such a learning environment is dependent on your ability to maintain control over your classroom. That's where classroom management comes in.

The classroom management approach that you choose to use in your classroom has a direct impact on your effectiveness as a teacher. But how do you know which approach is best for you and your students? Let's take a look at the four different types of classroom management styles and how they each impact student outcomes.

Exploring the 4 Different Types of Classroom Management Styles

In the 1960s, Diana Baumrind, a developmental psychologist at the University of California, Berkeley, conducted a study on childhood behavior. She observed preschool-aged children and noticed that each child exhibited unique behaviors. During her research, Baumrind developed a theory that different styles of parenting can lead to different child development and behavioral outcomes.

In 1966, based on her observations, interviews, and analyses, Baumrind identified three distinct parenting styles: authoritarian, authoritative, and permissive parenting. Since then, researchers have found that these parenting styles also apply to teaching, and they added a fourth one-indulgent teaching.

Just as there is a close relationship between children's behavior and parenting styles that impacts their development, there is also a strong correlation between students' behavior and teaching styles. We're going to dig a bit deeper into how these four types of classroom management differ from one another.

1. Authoritarian Classroom Management Style

The authoritarian teaching style refers to a teacher who has complete control over their classroom. Authoritarian teachers create a highly-structured learning environment with a strong emphasis on the rules. They expect undisputed compliance from their students and do not tolerate inappropriate behavior in the classroom. If students don't behave exactly as expected, then they are strictly punished, regardless of their circumstances.

In addition, teachers who adopt an authoritarian classroom management style tend to have a low level of involvement with their students. They avoid seeking out opportunities to make connections and know very little about their students' lives. As a result, children in authoritarian classrooms often feel intimidated, distrusting, and distant from their teachers-making it difficult for them to want to learn.

As authoritarian teachers prefer a quiet, structured learning environment, they often opt for direct instruction rather than cooperative learning strategies. They expect students to simply absorb the information rather than play a role in constructing their knowledge. Teachers with an authoritarian teaching style do not encourage collaboration or active discussions, often resulting in poor classroom culture and an uninspiring learning environment.

2. Authoritative Classroom Management Style

Although the names sound similar, authoritative teachers and authoritarian teachers are very different. Like authoritarian teachers, educators with an authoritative classroom management style do have a high level of control over their classrooms. However, unlike authoritarian teachers, they also have a high level of student involvement.

Authoritative teachers are firm, yet fair. They set up rules and consistently enforce them, but they also value their students' input. If a student has feedback regarding class rules or ideas to improve the learning environment, the teacher will graciously accept the suggestions and make changes as they see fit.

This type of teacher expects students to participate and collaborate while respecting the rules. An authoritative teacher encourages students to engage in active discussion and work together, but they communicate their expectations clearly before sending students off on their own. By giving students guidelines as well as the freedom to take ownership of their learning, the authoritative teaching approach fosters autonomy and a strong sense of responsibility.

Additionally, educators with an authoritative teaching style are invested in the success of their students. Unlike authoritarian teachers who put the blame entirely on their students when they do not achieve desired outcomes, authoritative teachers examine all contributing factors. They care about their students' home lives and are understanding of challenges both inside and outside of the classroom.

Authoritative teachers consider their students' unique circumstances when setting expectations and determining reasonable consequences for rule-breaking. They also consistently provide positive reinforcement for good work. For those reasons, an authoritative classroom management approach is ideal for both students and teachers. Teachers are respected and liked by their students, and students are socially-competent and responsible.

3. Permissive Classroom Management Style

Permissive teachers are the complete opposite of authoritative teachers. They have a low level of both student involvement and control over their classroom. Educators who adopt a permissive teaching style are extremely checked out. They do not plan lessons or activities in advance and frequently "wing it"-relying heavily on movies and bookwork to fill the time.

Permissive teachers do not establish rules or punish poor behavior. Students have too much freedom, resulting in a disorderly and unproductive learning environment. With the permissive classroom being so non-punitive and lacking structure, students often take control over it with little to no challenge from the teacher.

Because permissive teachers have lost their passion for teaching, they are not invested in their students' success. They interact very little with students and rarely attend to their needs. As a result, students who are subject to a permissive teaching style often do not grow either academically or socially in this type of learning environment. Without control or involvement in their classroom, permissive teachers cannot help their students reach their highest potential.

4. Indulgent Classroom Management Style

Similar to permissive teachers, those with an indulgent classroom management approach have a low level of control over their classroom. Indulgent teachers often live by the philosophy that highly-structured classrooms hinder students' personal growth and self-esteem. For that reason, they allow students to freely express themselves and make their own decisions with no boundaries. This typically results in the students having too much freedom.

Unlike permissive teachers, indulgent teachers have a very high level of involvement with their students. They care deeply about their students and what is going on in their lives but tend to be too friendly. Consequently, indulgent teachers are generally well-liked by their students who feel comfortable talking to them. However, these teachers frequently lose their authority as the students see them only as a friend.

In addition to caring about their students' personal lives, indulgent teachers also care about their students' success. They do prepare daily lessons, but because of their lack of control and authority, indulgent teachers get forced off track by their students and struggle to redirect them. This leads to an unproductive classroom with little learning taking place.

Choosing the Best Classroom Management Style

When deciding which of the four different types of classroom management styles is right for you, consider which approach aligns best with your teaching philosophy and objectives. Here are a few questions to consider to help guide your thinking:

What are your goals as a teacher?

Why do you want to work with students?

How do you want to be viewed by your students?

What happens in a successful learning environment?

Where do you want your students to be (academically/socially/emotionally) by the end of the year?

It's important to note that no teacher will constantly fit into just one category. Students are all unique, and different situations call for different practices. However, researchers have determined that the closer a teacher is to an authoritative approach, the greater the impact they'll have on their students. Classroom management is the most important aspect of a successful classroom, but finding the right balance of control and involvement takes some trial and error.

If you're a new teacher, take your time to figure out what works best for you. Try different classroom management strategies and see how they impact your students. Then, ask yourself if the strategy impacts student outcomes positively or negatively. Once you have answered that question, pivot your approach as needed until you find the right balance.

On the other hand, if you are a more experienced teacher, be sure to take the time to reflect on your classroom management style and adjust it as needed. Many teachers don't intentionally choose to be permissive or indulgent, but rather their decisions lead them to lose control of their classroom. Don't let yourself get stuck in your ways with the wrong approach. It's never too late to change your teaching style to better serve your students!

This blog was originally published on January 12, 2022. It was updated on July 6, 2023.

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Which of the 4 Different Types of Classroom Management Styles is Best?

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Is your classroom management working? Find out which of the 4 different types of classroom management styles is best for your students!

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Building a Schoolwide Culture of Consistency

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Research-Backed Strategies for Better Classroom Management

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Research-Backed Strategies for Better Classroom Management

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Research-Backed Strategies for Better Classroom Management

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HOW I LESSON PLAN AS A TEACHER | Advice for New Teachers

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Using learning intentions and success criteria can help teachers ensure that their activities align with what they want students to know.

©iStock/monkeybusinessimages

As an instructional coach, I collaborate with nearly 65 teachers at an urban high school. My goal is to support teachers of many subjects in embedding literacy in their lessons without disrupting their classroom objectives.

I often work with our novice teachers and student teachers by reviewing their lesson plans and recommending literacy skills that reinforce their learning intentions and success criteria, which are defined by Douglas Fisher and Nancy Frey as "what you want students to know and be able to do by the end of one or more lessons." Without learning intentions and success criteria, they write, "lessons wander and students become confused and frustrated."

When I ask new teachers to tell me the purpose of their lessons, they often describe the activities they've created. For example, recently I was collaborating with a student teacher who was eager to teach the Bill of Rights to her freshmen. She began our conversation by explaining that she was going to read real-life scenarios with differing perspectives and ask students to move to the front of the classroom if they agreed with a particular scenario or to the back of the classroom if they disagreed. Afterward, she would ask students to explain their decisions.

Her excitement was palpable. She showed me the scenarios she had written, the "Agree" and "Disagree" signs she had created, and the worksheet she had designed so that students could brainstorm their own Bill of Rights.

When she finished, I commended her on the work she had done. Clearly, she had thought about the activity in detail. Next I asked her about the point of the lesson-what she wanted students to get out of it.

What she wanted-for her students to know what the Bill of Rights is, where to find it, why it's important, and why we still need it today-was not actually conveyed by the activity. She hadn't written a learning intention and the accompanying success criteria yet because she had been so excited to refine her activity. Without them, however, all she had was an activity-one that was not aligned with her goals for the day.

Learning Intentions and Success Criteria

Crafting a quality learning intention takes planning. Often, teachers will use an activity as their learning intention-but a learning intention goes beyond an activity. It focuses on the goal of the learning-the thing we want our students to know and do. The learning intention helps students stay focused and involved.

It's important to create the learning intention first, and then determine the success criteria that students can use to assess their understanding-and then create the activity and some open-ended questions that help students learn.

When I was working with the teacher on her Bill of Rights lesson, we took a step back to develop the learning intention and its success criteria. The learning intention was this: "I can explain the Bill of Rights, its purpose, and its relevance to my life." The success criteria were built around students' ability to annotate and paraphrase the Bill of Rights, and to explain its importance, both in general and in their own lives. Annotating, paraphrasing, and analyzing are skills that are based on ACT College and Career Readiness Standards and Common Core State Standards, and they could be seamlessly incorporated into the lesson with minimal effort.

Learning intentions and success criteria are valuable across all subjects. In algebra, for example, a learning intention might be "I can understand the structure of a coordinate grid and relate the procedure of plotting points in quadrants to the structure of a coordinate grid." The success criteria for this intention could be that students can talk and write about that procedure, using the correct vocabulary; that they can plot and label points in each quadrant on a coordinate grid; and that they can create a rule about coordinates for each quadrant.

In environmental science, if the learning intention is "I can recognize the history, interactions, and trends of climate change," the success criteria could be that students are able to locate credible research about the history of climate change and share their research with their peers, that they can demonstrate the interactions of climate change and explain the value of those interactions, and that they can show the trends of climate change utilizing a graph and explain the value of the trends.

A Way to Focus Lesson Planning

Although engaging students in their learning is certainly necessary, the student teacher I was working with became acutely aware of the value of the skills she was attempting to help students develop and why those skills-not the activity-should drive instruction.

During her next class, she posted the learning intention and success criteria where students could readily see them. Next, she asked her students to paraphrase the success criteria, making sure they understood what they were about to do. She referred to the learning intention and success criteria several times throughout the lesson so that students could determine their own level of understanding and, if necessary, decide which skills they understood and which ones still needed support. She followed up with an exit ticket, asking students what they had learned in the lesson, how they learned it, and why learning it was important.

What do you want your students to know? Why is that important?

Can they learn this information another way? How?

No matter what subject you teach, as you plan your instruction, ask yourself these questions:

Only once you've thought though your answers should you begin writing your learning intention and success criteria. Keep the activities you've created-but don't make them the center of the lesson or the goal of the lesson. Spend your time designing a learning intention and success criteria that will support your students' learning and skills that they can apply to all facets of their academic life.

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Using learning intentions and success criteria can help teachers ensure that their activities align with what they want students to know.

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Assessment and Evaluation:  What is the Difference?

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Assessment and Evaluation:  What is the Difference?

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Standardized testing has been both criticized and applauded by educators, politicians, principals, teachers and students. While some find the tests to be superficial and unnecessary, others insist that they are crucial to measuring long-term potential in students. Here, the educational technology experts at Schoolmart weigh in on the standardized testing debate. The Benefits of Standardized Testing Consistency in Education
The stated goal of standardized testing is to assess a consistent set of skills for each grade level across the United States. This helps to ensure that every student, regardless of the school district in which they reside, receives a well-rounded, quality education that is very similar to the education a child in the same grade receives in a different school. If a family decides to move to a different school district, they can be confident that their child will be able to easily transition to a different classroom. This also allows educators, parents and legislators to compare test scores across schools, districts and even states, which can help to determine which areas require more funding or focus.
Objective Results
Computers are used to grade the multiple-choice portion of standardized tests, ensuring students tests are graded fairly and accurately. Even when a person is used to grade written response portions of the exam, the grader does not personally know any of the students whose tests they are grading, and so objectivity is maintained.
Analysis of Sub-Groups
After scores are compiled, the performance of various sub-groups on standardized tests can be analyzed. These sub-groups may be based on race, gender, ethnicity, socioeconomic status or disability. By analyzing the performance of sub-groups, initiatives can be created, or funding can be provided, to help address the improvement of scores in any sub-group.
Accountability and Recognition of Schools and Teachers
Standardized testing allows school districts to hold individual schools, and even teachers, accountable for the quality of the education they are providing to their students. If a school or teacher's class is consistently underperforming on the test, resources can be dedicated to helping to improve their scores. Additionally, if a school or teacher's class is consistently producing higher than average scores, it creates the opportunity for other educators to learn from them and improve the overall quality of education that is being providing.
The Drawbacks of Standardized Testing Standardized Tests May Not Provide an Accurate Picture of Student Ability
When a student takes any sort of test, it provides a snapshot of their ability on a particular day, and their score may not reflect their overall yearly progress, or general ability to understand the concepts being tested. If a student is feeling sick, stressed, or tired on the day a standardized test is given, this may negatively impact their ability to perform during the test, even if they would otherwise know and understand the concepts being tested. Some students may also exhibit chronic test anxiety, and therefore will not perform well under such stressful circumstances, regardless of how well they know the content.
Teachers May Only "Teach to the Test"
A common criticism of standardized testing is that-with increasing focus on standardized tests-teachers are forced to solely focus on test-related content, missing out on a lot of the other skills that go beyond the test. Such teaching styles may limit the creativity and excitement of the classroom, and leave students feeling bored or uninspired without some of the "soft skills" normally gained in the classroom.
Standardized Testing Hasn't Been Proven to Increase Educational Achievement
According to extensive research, increases in educational achievement have not been shown based on a school district's use of standardized testing. According to a comprehensive examination of education research by the National Research Council, test-based incentives have created small or non-existent improvements to educational achievement. Some standardized testing has, in fact, worsened outcomes-the exams high school students take in order to receive their diploma has increased the high school dropout rate across the country by an average of two percent, the study found.
Find PARCC-Approved Calculators and Other Educational Resources at Schoomart
The debate regarding standardized testing is far from over and has yet to provide many solutions to some of the disadvantages of standardized testing. However, until a new method for testing student achievement is found, standardized testing will remain a major component of every public-educated American student's school day. At Schoolmart, we provide PARCC-approved calculators and other educational tools to help students succeed on standardized tests. To learn more about our products, visit our website today!

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The Debate on Standardized Testing in Schools

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Standardized testing has been both criticized and applauded by educators, politicians, principals, teachers and students. While some find the tests to be superficial and unnecessary, others insist that they are crucial to measuring long-term potential in students.

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What Debates Are Currently Being Had About Assessments

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What Debates Are Currently Being Had About Assessments

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What Debates Are Currently Being Had About Education Assessments?

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Spread the loveIn education, it's agreed that assessment is a key part of any efficient educational system or program. Educator stakeholders all want to know if learners are learning and progressing academically in school.

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What is Assessment Reliability and Validity?

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What is Assessment Reliability and Validity?

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What is Assessment Reliability & Validity?

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Connecting to Prior Knowledge & Experiences Video #1

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Performance Assessment - Classroom Vignette (TELL Project)

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7 Biggest Challenges for Teachers: According to Teachers

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20 Psychological Principles That Will Help Your Students Learn

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20 Psychological Principles That Will Help Your Students Learn

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20 Psychological Principles That Will Help Your Students Learn More Effectively

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What Are the Biggest Challenges Facing Teachers?

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What Are the Biggest Challenges Facing Teachers?

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Pre-Instruction Survey - Biggest challenges facing teachers

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Adaptive teaching: Rethinking the nature of learning in schools

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Differentiation Strategies:  A Teacher's Guide

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Differentiation Strategies:  A Teacher's Guide

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Differentiation strategies: a teacher’s guide

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What does differentiation in the classroom look like and how can we use this concept to make learning accessible and challenging for everyone?

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A Practical Guide to Planning for Intentional Differentiation

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A Practical Guide to Planning for Intentional Differentiation

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Differentiated Instruction

By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

Planning: Content, processes, and products

Learner access: Readiness, interests, and learning preferences

Environment

Differentiating for the needs of all learners is an important focus that many teachers across the world share. We want our students to have a year-plus growth in courses, whether they're struggling with core basics, are just at the appropriate skill level, or have understanding that exceeds the learning outcomes of the curriculum. These are the key elements to consider in differentiating instruction:

Much has been written to help teachers think about and provide differentiated experiences for learners that align and explain these elements. However, the question and challenge that I hear and observe from teachers most often is: how do we effectively plan intentional differentiation that we can implement and evaluate with the same confidence and understanding as traditional lessons? The answer that follows is based on a change in how to use the planning elements-content, processes, and products-for differentiation, which is finding traction in classrooms that are using this approach.

A Three-Pronged Approach to Planning for Differentiation

Part 1: Content. Content is what students need to know, understand, and do something with. When identifying these outcomes, we also shape the assessment(s) by how learners can demonstrate what they understand. Success comes from teachers accomplishing two steps for this task.

First, identify the specific skills and concepts that students must achieve. This is what gets measured and analyzed through a variety of assessments. Unpacking the skills and concepts enables teachers to track student learning progress for areas of additional support for learners with significant gaps and learners who are ready for complexity beyond the content expectations of the lesson. This understanding enables teachers, instructional coaches, and supervisors to be on the same page as to what students need to learn through intentional differentiation.

Second, collect data on what the students bring to the focused content. Sometimes, this step is viewed as finding strategies for planning differentiation. That is a mistake. Meeting learner needs means knowing what opportunities they bring to the lesson based on what they already know and what challenges exist, based on gaps in core areas of need. Examples of student data to collect prior to planning include life experiences and interests outside of school and academic skills. Using strategies like K-W-L charts or need to knows is one way to find out what learners already know about the topic. Their level of understanding of the content should be factored into the planning. No student feels engaged with a lesson or session that delivers content they have long since mastered. This stage of planning also helps to confirm gaps in knowledge.

Educators should collect information about students' interests and passions that may relate to, or give them background for, applications of the content. This data can lead to rich learning experiences, such as providing informational text to read and analyze from articles about sports or Minecraft if many students identify those as areas of interest.

Accomplishing these two steps helps to ensure that the educators feel well prepared about the specific curriculum expectations at a targeted level. It also ensures that teachers are fully aware of what students bring to the content in terms of opportunities and areas of challenge.

Part 2: Processes. Process is about the different ways that students make sense of the content. Students need frequent experiences of sense-making through a variety of different ways and opportunities. Teachers make this happen through lessons that are made up of a series of activities.

Differentiation through processes is applied in one or more of these activities that make up the lesson. Teachers might start with differentiating one activity. As confidence and experience grows, most lesson activities can be differentiated. The focus of intentional differentiation for process is based on students' content opportunities and challenges. It also incorporates at least one of the learner access elements: readiness, interests, and learning preferences.

Here are two examples.

English: Using details in writing through learning centers. Each center focuses on a different type of detail strategy: example, facts, and sensory detail. Each center includes two options and students choose one to complete.

Math: Understanding the parts and functions of fractions through think dots. Students are put into groups based on their readiness skill level to complete a tiered activity where they all must complete the focus skills. Each group collaborates to solve the six tasks in a random order of choice.

Part 3: Products. Products are the artifacts that students create to show what they know and do not know. These products vary in format both small and large, such as quizzes, reflections, discussions, multimedia, social media tools, and performance tasks.

Intentional differentiation is based on how to leverage what's known about students' content opportunities and challenges. Also, use at least one of the learner access elements: readiness, interests, and learning preferences. These experiences range from practice to learn to assessment checks on progress. There is much flexibility to provide learners with a range of opportunities and experiences to help them make connections and extend their learning while maintaining the content focus.

Driving Forward With Differentiation

Explore this approach for reflecting and planning for students' needs through differentiation. Using content, processes, and products as planning steps provides a clear and concise approach toward choosing strategies and activities based on learner needs that align with the lesson outcomes. This resource curation portal offers ideas to build into your plan, and this differentiation guide offers more insights and a differentiation planning criteria checklist to start your planning journey.

This structure not only empowers student learning but also gives educators common language for collaborative professional opportunities to discuss, implement, and build stronger experiences that meet the needs of all their learners.

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A Practical Guide to Planning for Intentional Differentiation

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By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

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Differentiated Instruction:  What Every Teacher Should Know

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Differentiated Instruction:  What Every Teacher Should Know

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Differentiated Instruction: What Every Teacher Should Know

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The importance of differentiated instruction is hard to overstate. But here goes: if you’re not differentiating, you’re not actually teaching.

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Sample Infographic for Danielson Framework

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Sample Infographic for Danielson Framework

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Introduction to the Danielson Framework for Teacher Evaluation

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Introduction to the Danielson Framework for Teacher Evaluation

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The Charlotte Danielson Framework for Teacher Evaluation NEWEST 17-18

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3 The Effective Teacher Observation Organizer

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3 Teacher Behaviors Observation Checklist

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Effective Teacher Observation Essay Grading Rubric

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Effective Teacher Observation Essay Grading Rubric

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3 The Effective Teacher Essay Grading Rubric

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Effective Teacher Observation Essay Directions

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Effective Teacher Observation Essay Directions

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2 Teacher Behaviors Impacting Student Performance

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5 Keys to Rigorous Project Based Learning

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5 Keys to Rigorous Project Based Learning

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5 Keys to Rigorous Project-Based Learning

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Cooperative learning groups make school fun for kids!

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Project-Based Learning: Raising Student Achievement for All Learners

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60 Second-Strategy: Cooperative Learning Roles

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How to Motivate Students: 12 Classroom Tips & Examples

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How to Motivate Students Who Don't Seem to Care

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How to Motivate Students Who Don't Seem to Care

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How To Motivate Students Who Don't Seem To Care

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Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer | TEDxFargo

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Students need to lead the classroom, not teachers | Katherine Cadwell | TEDxStowe

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Every kid needs a champion | Rita Pierson | TED