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This will give a detailed explanation of how to unpack a standard. Clearly identifying the skills needed to master the standard and objectives.

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This link will take you to the California Common Core State Standards. This will help in referring to standards when needed.

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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A Differentiation Bank will help in understanding what is needed when incorporating a lesson for each individual student.

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Written by Paul Main in 2022, he lays out in detail of what differentiation is and how it can be utilized in the classroom.

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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 detailed example of which Strategies can be used for teaching certain standards, objectives, and activities.

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Written by Christine Persuad in 2024, she gives an in-depth collection of strategies to utilize in the classroom, ensuring students are prepared and engaged in the material.

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Instructional strategies refer to the techniques instructors use to deliver their lessons. Effective instructional strategies-also known as teaching strategies-help students become actively involved in the learning process. When done right, instructional strategies also support students in reaching their learning objectives.

By reading the guide below ( our downloading this free list of instructional strategies), you'll gain a solid understanding of the various types of teaching strategies, why they're important and how they can be applied to the learning process to benefit both professors and students.

In this guide, you'll:

Learn what instructional strategies are, and the various strategies educators can use to teach more effectively

Gain a deeper understanding of how instructional strategies for teachers-including formal and informal assessments, case studies, debates, flipped classrooms and more-play into the overall student learning experience

Get equipped to implement instructional strategies that are appropriate for your course in order to become more effective at teaching and engaging students

Get access to a free instructional strategies list, packed with 25 easy-to-implement exercises for your next course

With this collection of teaching strategies, you'll be ready to guide students towards success in any classroom setting. Plus, putting a few of these techniques into practice will ensure students come to class prepared to engage with the material, with their peers and with you.

1. What are instructional strategies?

Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course material. They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. The objective of using instructional strategies beyond subject comprehension is to create students who are independent, strategic learners. The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

There are various instructional strategy examples that can be used effectively at all levels and subject areas, with a wide range of learning styles. These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

Educators who use instructional strategies allow students to make meaningful connections between concepts learned in class and real-life situations. They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed. Teachers also benefit from using instructional strategies because they're able to better monitor and assess student performance through different methods of evaluation.

2. What's the difference between instructional strategies, teaching strategies, teaching techniques and teaching practices?

In the dynamic landscape of higher education, understanding the nuances between instructional strategies, teaching strategies, teaching techniques, and teaching practices is crucial for educators aiming to enhance their pedagogical approach. Instructional strategies encompass a broader framework, outlining the overarching plans and methods employed to facilitate learning. These strategies guide the selection of teaching methods and techniques, serving as the foundation for effective educational practices. On the other hand, teaching strategies delve into the specific approaches instructors use to convey information and engage students. These strategies act as the vehicles through which instructional goals are achieved, embracing diverse methodologies such as collaborative learning, active participation, and technology integration.

Zooming in further, teaching techniques are the tactical tools and methods employed within a specific teaching strategy. These are the hands-on practices educators implement to deliver content, foster understanding, and promote critical thinking. Examples include case studies, role-playing, and interactive discussions. Finally, teaching practices encompass the comprehensive application of instructional, teaching, and technical strategies in the classroom. It reflects the amalgamation of various methods tailored to the unique needs of learners and the subject matter. By dissecting these components, higher education professors can refine their pedagogical repertoire, fostering a rich and dynamic learning environment for their students.

3. Types of instructional or teaching strategies

There are far too many types of instructional or teaching strategies to catalog in one place. And there's no single, specific way to group them together. While the categories below are by no means exhaustive, instructional strategies often fall under general groupings. These include: active learning, assessment-based, group-based, advanced strategies, organizational (or classroom management) and tiered.

4. Active learning instructional strategies and teaching strategy examples

4.1. Exit tickets

Before students leave your learning environment, ask them to answer a question related to a key concept discussed in the lesson that day. They can write it down on a piece of paper or index card. Questions can be simple, like asking students what they found most interesting about the lesson. Or, they can be more complex, such as having them draw a sketch that demonstrates what they learned, or asking them to connect the key concept they learned to a real-life situation. Have students hand the 'tickets' to you as they exit (or have them submit a response to your discussion board), then review the responses.

The feedback can help educators determine which students need additional teaching in specific areas. Using this approach, teachers gain a quick understanding of how the whole class is grasping and reacting to the material.

Use the information from the exit tickets to form groups in the class that follows. Place students at similar levels of understanding, or who have similar views on a topic, together. Conversely, group students with opposing views together in order to foster debate and conversation. Learn more about the types of exit tickets you can use in your next course-download an exit ticket template here.

4.2. Flipped classrooms

Regardless of where you teach, flipping your classroom is one of the most popular forms of active learning and among the most well-known instructional strategies. Instead of using classroom time for lecturing, educators provide students with a pre-recorded lecture to watch prior to class. They're often concise, posted to sites like YouTube, or presented in the form of a podcast that students can listen to at home or during their commute. Educators can then use classroom time to engage students in learning activities related to the lecture they've already seen or heard.

Flipped classrooms are an effective teaching technique because they allow students to review and learn concepts on their own time. Students are then free to complete more interactive and collaborative work in class, including discussions and tasks with their peers and teacher. They can also collaborate and discuss material online, via forum discussions with peers and subject matter experts. In class, students can actively apply concepts via peer learning, group work, and presentations.

Flipped learning helps keep students continuously engaged in class instead of just passively listening. And it makes good use of downtime by allowing students to combine a workout or commute time with further learning, when it's most convenient for them. Built to enable this strategy, Top Hat makes it simple to adopt a flipped classroom -simply run quizzes prior to your lecture and create interactive discussions for students to collaborate during class time.
Looking for more? Get 25 additional instructional strategies in this free guide.
4.3. Journals and learning logs

This instructional strategy lets students record their thoughts, feelings and reflections on a variety of topics. Journal entries could refer to something discussed in your lecture, or they can allow students to reflect on a relevant newspaper article or piece of media they came across. Journals can also be used for getting students to think critically about the course material and how it can be applied to the real world. This activity lets students make predictions, brainstorm ideas, connect ideas and even identify solutions to problems presented in class.

You might consider using the following prompts in advance of a journaling assignment to promote higher-level thinking. At the start of a lesson, you might ask, "What questions do you have from yesterday?" During the middle of a lesson, ask, "What do you want to know more about?" At the end of your lesson, ask, "How could you use these findings outside of class?" Encourage students to note any thoughts that come to mind at these three points. At the end of the semester, their journal can form the foundation of a more comprehensive study guide.

4.4. Minute papers

Pose a question about the day's teaching, and give students a moment to reflect before writing down their answer on their own or in pairs. The responses can provide valuable insight into student comprehension of the material.

Minute papers can be presented in a number of ways, but the easiest is a "ticket out," whereby educators wrap up class a few minutes early. (We saw this earlier in our instructional strategies list, under 'exit ticket'). They then ask students to answer what the most important thing they learned today was and what questions they still have. The first question requires students to think quickly, recall class material, decide on the main points, and put it into their own words. For the second, they must think further about what they've understood thus far.

Teachers can use the responses to determine how well students understand the material. Minute papers can also help students understand where their own learning gaps are. Once this is realized, both students and teachers can identify and address weaknesses.

4.5. Muddiest point

The 'muddiest point' is another active learning instructional strategy. This activity asks students to use index cards (or an app), to anonymously submit what part(s) of the course material they're having the most difficulty with. Educators can then use the responses to determine where extra instruction is needed and adjust lessons accordingly.

Alternatively, these topics can be addressed during student review sessions. Ask students to identify topics they feel they need clarification on and consolidate these into a list. Then get each student to select a term from the list they feel they can explain to the rest of the class.

Cross it off the list, and move on to the next. By the end, it will be easy to see which concepts students are having the most issues with by process of elimination. And if terms haven't been selected, they are being avoided for a reason. Naturally, students will pick the terms they are most comfortable with.

Use that information to devise more instructor-led sessions on the concepts that most students are confused about, or that require more clarification, to eventually complete the entire list.

4.6. Reflection

Hand out blank index cards or a pre-designed worksheet at the end of a class session and ask students to use them to submit a response to a question about the day's lesson. Alternatively, ask students to submit a discussion board response. The reflection prompt could be simple, like asking what they learned, or what they found the most interesting. Or, you can make your prompt more application-based, like asking them to connect what they learned to a real-life situation, or telling them to explain why what they learned is important.

The purpose of reflection is to encourage students to consider what they have learned. Like a number of other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson. The added benefit is that having students express these thoughts on paper can result in better memory retention.

To drive this strategy in higher education, Top Hat's interactive discussions make it easy for students to reflect on what was covered in class. Allow students to discuss concepts with their peers, with the ability to grade discussions as desired.

4.7. Think-pair-share

This active learning technique is another of the best-known instructional strategies. After presenting a lesson, pause the lecture for a moment to ask students to pair up with a partner. Have them discuss the material they just learned. Prepare questions, and, once they've had some time to discuss with their partner(s), get students to take turns presenting their observations to the rest of the class.

Make the question challenging, such that it could spark debate between the grouped or paired students. Give them just a few minutes to talk amongst themselves and come to a collective conclusion.

Think-pair-share can work especially well for the first few lessons of a class, keeping students on their toes and interested in the material that is to come. But it can also help recapture student enthusiasm near the middle of a term, reminding students that they aren't alone in their learning and that others share their views or concerns, and that there are different perspectives to support an issue that are worth considering beyond their own.

5. Assessment-based instructional strategies

5.1. Assessment

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they've learned in a more hands-on way, like building something or drawing a diagram.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that's most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.
→ Download Now: 25 Free Instructional Strategies
5.2. Cubing

"Cubing" is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups-have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

5.3. Grade as you go

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they're on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they're doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as 'Grade As You Go' also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.

By the time the assignment is completed, it's far more likely that the entire class will be ready to move on to the next concept or skill. And since grades have already been given, it reduces after-class grading time for teachers. Put this strategy into practice this fall by relying on the Top Hat Gradebook. This comprehensive tool lets you view attendance, participation and completion data in one place and makes it easy to retroactively adjust grade weights as needed.

5.4. Homework practice

The purpose of homework, as one of the numerous assessment-based instructional strategies, is to extend learning beyond the classroom setting. Homework gives students extra time to master concepts studied in class and further refine their learning. To use this effectively, assign homework based on the student's skill level, ensuring it aligns with the areas they need more practice in.

The amount and complexity of homework varies depending on subject and level. Students should be able to complete homework independently, with minimal involvement from tutors or peers. If they can't, it should serve as a red flag to both the student and educator.

Built to enable this strategy, Top Hat makes it easy to create, personalize and assign interactive homework assignments. Choose from a variety of question types including fill-in-the-blank or multiple choice and embed discussion questions throughout your assessments.

5.5. Questions and quizzes

Question-asking is among the simplest of the instructional strategies, but it can still be strategically complex. The simplest way to gauge student understanding of course material is to ask them questions about it. During group discussions, pose several questions of varying complexity so that everyone has a chance to respond, including both those who are experiencing difficulties with the class, as well as those who are mastering the concepts. Strategically adjust the questions you ask based on who you plan to call upon. This helps build student confidence and ensures the class runs smoothly.

Timing is important, too. When the class starts, or there's a pause between concepts or topics, you can administer a quick quiz or poll to get an understanding of how far along students are in their learning. In order to effectively assess comprehension, it's best to not attach a grade to this activity. Students will inevitably worry if the quiz is going to impact their overall grade for the class. Platforms like can be used to facilitate informal games or trivia sessions at the start of class, setting the stage for what's to follow in your lecture.

Use technology like clickers to administer things like multiple choice quizzes that can be tabulated immediately for large classes, with questions that challenge or check an assumption before a lecture begins. Then, administer the same or a similar quiz at the end of class, and compare the results.

Educators can determine how effective the lesson was and see if they need to revisit the subject matter again, or can confidently move on to the next topic.

6. Group teaching techniques

6.1. Case studies

Case studies, as instructional strategies or teaching techniques, are more spontaneous than structured group projects. But this is a good thing. It helps prepare students for when they enter the workforce, where problem solving on the fly is an essential skill. In a practical work environment, students can't just do what they're told and expect to succeed. Case studies can help prepare them for life after college or university.

To use case studies, put students into groups and task them with finding a way to apply the knowledge they've acquired from reading course materials and listening to lectures into real-world scenarios that match your assigned content area(s).

In a classroom setting, working on case studies encourages students to think critically about what they've learned, not just recite points back to the class.

6.2. Debates

Instructional strategies like these work as a structured form of argumentation. Debates require students to research concepts and think critically in order to present their positions in a convincing and justifiable way.

Most fitting for concepts with opposing points of view, debates help students develop listening and presentation skills. Once presented in class, having a debate can also introduce new perspectives on topics, and convince students to conduct further research in order to build stronger arguments, or intelligently counter those of the opposing side.

6.3. Peer instruction

With the teacher's guidance, students can prepare and present course material in class, encouraging interaction with peers. Try to do this without the use of slides as an aid, so students have to communicate more with classmates and discover more creative ways to present the material.

It's best to do these kinds of student-led instructional strategies at the beginning of a class, so students can teach one another about what they know, sharing their knowledge and experiences that relate to course material.

6.4. Role play

The use of simulations and games in your instructional toolkit can give you a deeper look at the impact of learning, as well as demonstrate how students can invent and experiment with learned concepts. Role playing also offers students a chance to practice their interpersonal skills in an environment in which they are comfortable and familiar.

Having the opportunity to visualize, model or role play in dynamic situations promotes curiosity, exploration and problem solving. It can aid students in working towards a greater understanding of the material. The more ways that students have of representing the knowledge they've acquired beyond writing and oral explanation, the better their comprehension and recall of the information will be.

In math and science fields, for example, students can experiment with simulated projects that would otherwise be difficult or cost-prohibitive to do in real settings. Examples include: designing a model of a roller coaster to understand slopes, angles and speed; using a hard-boiled egg to demonstrate Newton's Law of Motion; or building a model volcano to understand what makes them erupt.

7. Teaching strategies examples for advanced students

7.1. Curriculum compacting

These instructional strategies encourage educators to identify students who already have advanced knowledge of a subject, skill or concept so they can spend less time on these areas. Curriculum compacting frees students up to focus more on the areas where they need to develop a greater understanding, versus concepts with which they're already proficient. It's ideal when working with individual students or small groups.

7.2. Independent study project

If students appear to be ahead of the class, assign them independent study projects. These projects should allow them to focus on a single concept around material discussed in class. They can also work on a separate but related topic for which they've expressed an interest or passion, making this an inquiry-based learning exercise.

Once the project is completed, the student can share what he or she learned with the class, demonstrating their mastery of the concept, and further educating the rest of the class on a specific area or example.

Independent study projects usually run anywhere from three to four weeks.

8. Organizational instructional strategies

8.1. Agendas

An agenda sets out a comprehensive list of the assignments, activities, projects and tests students are responsible for working on and completing throughout the year, along with a timeline for each. Students can decide how they want to complete the work and in what order. Do they want to focus on one area of learning for an entire week? Do they want to tackle the subject matter they're most comfortable with first, or start with more difficult concepts? In addition to encouraging students to come up with a structure they can follow, agendas help them practice time management skills.

To get going, provide each student with a blank calendar to fill in with their own schedule, ensuring they've organized work in order to meet assignment and project due dates. If different students are working on the same part of an assignment at the same time, consider allowing them to work together during class. Take on the role of a facilitator here, helping students set reasonable deadlines according to their needs.

8.2. Anchor activities

Also referred to as 'sponge' activities, anchor activities are assignments that students must work on immediately in order to maximize instruction time. They can complete these activities at the beginning of every class or right after, but the idea is to keep the learning and educational process going.

Anchor activities might include the student revisiting a question posed in the previous day's class and composing a response to it, or presenting and discussing an answer out loud to a partner. Another option could be drawing a picture to represent a concept they just learned, or writing down an opinion about a key issue. This instructional strategy for teachers can also be used to provide students with notes as a reference when they're studying for exams.

Be mindful of anchor activities that are simply 'busy work' to pass the time. Just as a sponge soaks up water, the goal of anchor activities is to help students soak up a better understanding of a concept or skill.

8.3. Knowledge charts

Before delving into a new topic or concept, have students submit what they already know, what they want to know and what they've learned already. Then, assess their prior knowledge on the subject, and get a feel for how interested they are in a topic.

Knowledge charts, as instructional tools, can also be used at various times to see how students are progressing, and if their interest in the topic is waning or growing. In filling out these graphic organizers, teachers can get an idea of where students are at academically. Students themselves can gauge their own progress and see where more work is needed.

8.4. Learning contracts

Another one of the several instructional strategies aimed at more advanced students is the learning contract. Use it to help students who need to be challenged by providing a specific assignment and list of directives that they must complete within a set period of time. Work with the student to set out the requirements of the contract, and provide a blank calendar they can use to devise a doable timeline, determining what dates and times they need in order to complete different parts of the assignment.

This is an effective instructional strategy to help students set their own learning goals and practice time management skills-both of which are useful in the working world. Once the contract and timeline are set, encourage students who are working on the same parts of the assignment at the same time to work together.

8.5. Portfolio development

Portfolios allow students to gather, organize and illustrate examples of their learning and academic achievements. Portfolio development is the process of creating, collecting, reflecting on and selecting work samples that best showcase students' understanding of a given concept. Once students select their top pieces that best represent their learning outcomes, they can then use a binder or scrapbook to organize their work.

Work samples kept in a portfolio might include notes from an interview, a diagram, storyboards, essays, infographics and more. Portfolio development is a necessary and effective process for most humanities and STEM majors. Art students can use a portfolio to curate their top pieces-whether paintings, drawings or photographs-at the end of the semester. Alternatively, students in architecture or engineering courses can use a portfolio to house mockups and wireframes of a new building or the parts of an engine. No two students' portfolios will include the same work since these differ based on discipline and course.

9. Tiered instructional strategies

9.1. Tiered activities

Set up three or four activities of varying complexity for students to participate in. Each should have the same common goal of helping students understand a specific element of the subject material. For example, it might be different experiments that all explain the basic concept of physics.

Start with a mid-level activity that would apply to most students in the class, then include one that's a step-up in difficulty to challenge students with a better understanding of the material. Alternatively, offer a simplified version for students who are still working to gain a full understanding of the concept.

Place students in groups based on their perceived level, or give a brief description of each of the assignments and let them choose which level they feel most comfortable working in. Once completed, discuss and compare the results.

By the end of this collaborative exercise, each group will have a greater understanding of the material. If students are able to choose which group they join, the teacher will also get a feel for the comfort level of each student.

9.2. Tiered rubrics

Present a couple of rubrics (scoring guides) to students, based on their current level, so they have the skills needed in order to better focus and be successful in class.

The rubrics should all contain the same basic categories, but the point value or required elements should be adjusted based on the student's readiness. For students equipped to take on greater challenges, add more categories or requirements. Conversely, remove some requirements and/or categories for students who need more assistance, or haven't quite grasped the material just yet.

10. Conclusion

In exploring various types of instructional strategies, you'll find that there's something to suit every type of student level, subject and lecture format. When applied effectively, instructional strategies for teaching can help students gain a deeper understanding of course material and encourage critical thinking, beyond basic retention and surface understanding. Educators, too, can benefit by using different teaching methods throughout the semester to determine the efficacy of lesson plans, and how every student is progressing through each concept.

instructional strategies guide , filled with 25 effective activities and best practices to use in any college course.

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Instructional Strategies: The Ultimate Guide for Professors

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Engage, assess and motivate students with these 25 easy-to-use teaching strategies for any discipline. Get started today!

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Occurring during a student's progress, it records their understanding of the given materials. This helps the teacher adjust accordingly for student succeed.

Written by Laura Thomas in 2019, she provides different formative assessments for a teacher to give their students in order to grasp their learning of the material.

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Within these methods you'll find close to 40 tools and tricks for finding out what your students know while they're still learning.

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Occurs at the end of a major lesson or unit, it measures the outcome of a student's learning, usually in the form of a test, final exam, or a term paper.

Written in 2013, The Glossary of Education Reform gives in dept information on summative Assessments.

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Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period-typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria:

The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment "summative" is not the design of the test, assignment, or self-evaluation, per se, but the way it is used-i.e., to determine whether and to what degree students have learned the material they have been taught.

Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic-i.e., they are more appropriately used to determine learning progress and achievement, evaluate the effectiveness of educational programs, measure progress toward improvement goals, or make course-placement decisions, among other possible applications.

Summative-assessment results are often recorded as scores or grades that are then factored into a student's permanent academic record, whether they end up as letter grades on a report card or test scores used in the college-admissions process. While summative assessments are typically a major component of the grading process in most districts, schools, and courses, not all assessments considered to be summative are graded.

Summative assessments are commonly contrasted with formative assessments, which collect detailed information that educators can use to improve instruction and student learning while it's happening. In other words, formative assessments are often said to be for learning, while summative assessments are of learning. Or as assessment expert Paul Black put it, "When the cook tastes the soup, that's formative assessment. When the customer tastes the soup, that's summative assessment." It should be noted, however, that the distinction between formative and summative is often fuzzy in practice, and educators may have divergent interpretations and opinions on the subject.

Some of the most well-known and widely discussed examples of summative assessments are the standardized tests administered by states and testing organizations, usually in math, reading, writing, and science. Other examples of summative assessments include:

End-of-unit or chapter tests.

End-of-term or semester tests.

Standardized tests that are used to for the purposes of school accountability, college admissions (e.g., the SAT or ACT), or end-of-course evaluation (e.g., Advanced Placement or International Baccalaureate exams).

Culminating demonstrations of learning or other forms of "performance assessment," such as portfolios of student work that are collected over time and evaluated by teachers or capstone projects that students work on over extended periods of time and that they present and defend at the conclusion of a school year or their high school education.

While most summative assessments are given at the conclusion of an instructional period, some summative assessments can still be used diagnostically. For example, the growing availability of student data, made possible by online grading systems and databases, can give teachers access to assessment results from previous years or other courses. By reviewing this data, teachers may be able to identify students more likely to struggle academically in certain subject areas or with certain concepts. In addition, students may be allowed to take some summative tests multiple times, and teachers might use the results to help prepare students for future administrations of the test.

It should also be noted that districts and schools may use "interim" or "benchmark" tests to monitor the academic progress of students and determine whether they are on track to mastering the material that will be evaluated on end-of-course tests or standardized tests. Some educators consider interim tests to be formative, since they are often used diagnostically to inform instructional modifications, but others may consider them to be summative. There is ongoing debate in the education community about this distinction, and interim assessments may defined differently from place to place. See formative assessment for a more detailed discussion.

Reform

While educators have arguably been using "summative assessments" in various forms since the invention of schools and teaching, summative assessments have in recent decades become components of larger school-improvement efforts. As they always have, summative assessments can help teachers determine whether students are making adequate academic progress or meeting expected learning standards, and results may be used to inform modifications to instructional techniques, lesson designs, or teaching materials the next time a course, unit, or lesson is taught. Yet perhaps the biggest changes in the use of summative assessments have resulted from state and federal policies aimed at improving public education-specifically, standardized high-stakes tests used to make important decisions about schools, teachers, and students.

Debate

While there is little disagreement among educators about the need for or utility of summative assessments, debates and disagreements tend to center on issues of fairness and effectiveness, especially when summative-assessment results are used for high-stakes purposes. In these cases, educators, experts, reformers, policy makers, and others may debate whether assessments are being designed and used appropriately, or whether high-stakes tests are either beneficial or harmful to the educational process. For more detailed discussions of these issues, see high-stakes test , measurement error , test accommodations , , score inflation , standardized test , and value-added measures .

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Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period-typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria: The tests, assignments, or projects are used to determine whether students [...]

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This PowerPoint goes over Formative and Summative assessments in detail. Providing examples of assessments, technology, alignment, and use of data.

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On EASY Schooling Alena wrote in 2024 about how breaking down effective communication between student and teacher can create a well-rounded classroom environment.

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The Importance of Communication Skills in Education

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Explore why communication skills are essential for student success in academics. Discover the importance of communication skills in education.

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in 2021 Paige Tutt wrote about how important it is to have communication with parents and how it can lead to student success. She also lists ways to communicate with parents, like face to face or through classroom channels.

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It's no secret that when schools make a concerted effort to foster healthy, strong relationships with families, students benefit in a number of ways.

Studies suggest that parental involvement can lead to academic gains for students: higher grades and test scores, improved social skills and time on task, better attendance and participation, and decreased behavioral problems in the classroom.

But parent-teacher communication can be challenging, say teachers. In 2006, 50 percent of participants in a survey of more than 1,000 K-12 public school teachers rated parental involvement in their children's education as inadequate; 48 percent reported parental understanding of the curriculum similarly. And a 2016 study revealed that some of the largest barriers to productive parent-teacher communication were trouble getting to the school site, conflicting work schedules, lack of translation services, and consistent requests for donations or fundraising that seem prioritized over all else.

Though parent-teacher communication will always require a mutual effort on both sides, educators shared their best practices-from home visits to in-school parent workshops-for building strong bonds with families, from the first day of school to the last.

Getting Off to a Good Start

Establishing strong relationships and clear lines of communication at the beginning of the year sets a strong foundation for parent-teacher interactions, according to teachers.
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Opening reliable channels of communication: Not all parents communicate the same way. To determine a family's contact preferences, simply ask them directly, says Erin Healey, an English teacher in Rhode Island. Create a beginning-of-the-year Google Form, use an introductory phone call or email, or discuss the topic at back-to-school night. This is also a great time to learn what languages are spoken at home.

A personalized touch: When in-person parent meetings weren't possible due to the pandemic, middle and high school teacher Lauren Huddleston found that embedding short, introductory videos in emails was an effective alternative. The video format allowed Huddleston to virtually "share my personality and warmth with parents" at the start of the year, while also outlining the syllabus and explaining classroom expectations.

Your child, in a million words or less: Eighth-grade English teacher Cathleen Beachboard mails out a "Million Words or Less" survey asking caregivers to tell her everything she should know about their child, with a tongue-in-cheek word limit as the only restriction. Huddleston, meanwhile, distributes a survey to caregivers that is meant to capture their child's attitude toward the subject matter, their motivations, and how they might be feeling about the new school year.

Connecting outside the school walls: To kick off the year, preschool teachers from Educare New Orleans visit the homes of each family. During the visit, parents are asked about their strengths as a family and any goals they have for their child. Educators then help outline what can be done within their classroom to help the child meet and exceed those goals, as well as what families can do at home to help support their child's learning. They have a follow-up visit near the end of the school year.

Establish Back-and-Forth Communication

Two-way communication where parents can listen and receive information, as well as speak and be heard, ensures a healthy exchange of ideas that welcomes parents as partners in their child's education, says Beachboard.

Beyond bad news: Consider sharing regular information about how students are progressing and engaging with lessons at school. This is especially important for families that are newer to the country, as "teacher-home communication may be new and is likely to be reserved for bad news only," explains Louise El Yaafouri, an independent consultant in refugee and immigrant newcomer education.

Get active on social media: Healey recommends creating a classroom Instagram page or Twitter account to post photos and videos of student work, or emailing out a monthly or quarterly blog celebrating student successes and previewing upcoming curricular content for parents. This keeps families in the loop about what their child will be learning next and maintains positive communication with parents, she says.

Real-time tech tools: Platforms like Seesaw or ClassDojo allow kids to share their learning with their parents directly through the app and make real-time updates easier. "If you're in class and you're able to take a video of one of your scholars saying, 'Hi Mom! I'm learning about how to add numbers-10 and 5 makes 15. I'm going to practice tonight when I come home,' and then the [parent] gets to see, that's powerful," says Paul Bannister, a New York-based kindergarten teacher.

Give parents a nudge: Simple text reminders-sometimes called "nudges"-can help parents help their children stay on track. A Columbia University study, for example, found that sending weekly text updates to middle and high school parents about their children's grades, absences, and missed assignments led to an 18 percent increase in student attendance and a 39 percent drop in course failures. Beachboard says she personally utilizes the Remind app to keep families abreast of assignment due dates and bolster back-and-forth communication.

Bring the Parent Into the Classroom

Show off your families' strengths: Give parents a chance to highlight their talents, experiences, and skills to get them more engaged in the classroom, says education consultant and retired teacher Terri Eichholz. Eichholz created a Google Form where families could mention any skills that they might want to share with the class-which led to her finding a parent who was a drone operator. "[He] zoomed with my students (back before Zoom was a thing!), and we built an entire field trip around his expertise," she says.

Provide pathways for entry: At Educare New Orleans, teachers maintain a monthly calendar marked with days on which caregivers are invited to engage with their child inside the classroom. For parents who can't attend, there's a take-home activity that provides a similar experience.

Empower students to explain their best work: At Design 39 Campus in Poway, California, parents attend in-school workshops. During the first half hour, students are in the driver's seat, taking charge and explaining their work to their parents. The second half hour is reserved for parent-teacher communication-including a question-and-answer period-while students attend an elective, gym, or their lunch period.

Making your curriculum transparent: High school history and journalism teacher David Cutler posts two weeks' worth of lessons and assignments online. The practice provides transparency to families about what their children will be learning-and when- while also allowing him to carve out time to meet with students and parents as they prepare for more challenging assignments.

Reaching Every Parent Where They Are

Historically underserved families are often judged before parent-teacher communication even begins, says Angie Shorty-Belisle, school director of Educare New Orleans.

"The biggest mistake is to think, OK, we're at a school where we're servicing [underserved] families; they're going to be difficult parents," explains Shorty-Belisle. "Every parent is their child's first advocate.... No family comes in wanting to be a burden or difficult to the school."
©Nora Fleming
Redefine the perception of participation: Work schedules and transportation can be just as significant of a barrier to parent engagement as language, say teachers. "We often think of parent engagement as PTA, coaching the softball team, or chaperoning the middle school dance," says El Yaafouri, who recommends redefining family participation so that it's more inclusive. "Sometimes, engagement is ensuring that a child has a quiet place to study at home, or making the right calls to get ahold of school supplies, or sharing wisdom that is unique to one's lived experiences."

A more inclusive calendar: One way to show families of diverse learners that they are an important part of the community is by creating an inclusive school calendar at the beginning of the year, says El Yaafouri. Find out what holidays families celebrate-don't make assumptions-and be cognizant of not scheduling school events on days that might conflict, while creating opportunities throughout the year so that all students and families feel represented and valued.

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Teacher-Parent Communication Strategies to Start the Year Off Right

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By prioritizing communication with families at the start of the school year, educators can foster strong parent engagement, break down barriers, and provide support for all students.

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In 2019 Derrick Meador wrote about how effective teacher to teacher communication is vitally essential to success as a teacher. He breaks down what to do and what not to do, along with different strategies in collaboration with teachers.

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Effective teacher to teacher communication is vitally essential to your success as a teacher. Regular collaboration and team planning sessions are extremely valuable. Engaging in these practices has a positive impact on teacher effectiveness. Education is a highly difficult concept for those outside the field to understand. Having peers that you can collaborate with and lean on during tough times is essential. If you find yourself in isolation and/or always having a conflict with your peers, then there is a reasonable chance that you may need to make some changes yourself.

What to Avoid When Talking to Fellow Faculty

Here are seven things to avoid when trying to build positive relationships with faculty and staff members at school.

1. Do not talk about or discuss your co-workers with your students. It undermines the authority of that teacher and additionally taints your credibility.

2. Do not engage in conversation or discuss your co-workers with a parent. Doing so is unprofessional at best and will create significant problems.

3. Do not talk about or discuss your co-worker with other co-workers. It creates an atmosphere of divisiveness, mistrust, and animosity.

4. Do not isolate yourself on a regular basis. It is not a healthy practice. It serves as a hindrance to your overall growth as a teacher.

5. Avoid being confrontational or combative. Be professional. You may disagree with someone engaging them inappropriately is juvenile at best which undermines your role as a teacher.

6. Avoid starting, spreading, or discussing gossip and hearsay about parents, students, and/or co-workers. Gossip has no place in a school and will create long-term problems.

7. Avoid being critical of your co-workers. Build them up, encourage them, offer constructive criticism, but never criticize how they do things. It will do more harm than good.

How to Build Positive Relationships With Staff Members

Here are eleven things to keep in mind when trying to build positive relationships with faculty and staff members at school.

1. Encourage and show kindness and humility. Never let an opportunity to show kindness or encouragement to others to pass. Praise exemplary work, regardless of the person that did it. Sometimes you can turn even the most hardened of your fellow workers into real softies once they realize that you are not afraid to compliment them or give encouraging words, despite how they may perceive you ordinarily. At the same time, when giving criticism, do it helpfully and gently, never spitefully. Show concern for another's feelings and well being. You will benefit immensely from even the smallest kindness shown.

2. Be happy. Every day you go to work, you need to make a choice to be happy. Making a choice to be happy on a day to day basis will make people around you more comfortable on a day to day basis. Don't dwell on negatives and maintain a positive attitude.

3. Refuse to engage in gossip or hearsay. Don't allow gossip to rule your life. In the workplace, morale is vitally essential. Gossip will tear apart a staff faster than anything else. Do not engage in it and nip it in the bud when it is presented to you.

4. Let the water roll off your back. Don't let negative things said about you get under your skin. Know who you are and believe in yourself. Most people that talk negatively about other people do so out of ignorance. Let your actions determine how others see you, and they will not believe the negative things said.

5. Collaborate with your peers - Collaboration is vitally essential among teachers. Don't be afraid to offer constructive criticism and advice with a take it or leave it approach. Also of equal importance, don't be afraid to ask questions or to ask for help in your classroom. Too many teachers think this is a weakness when it is truly a strength. Finally, master teachers share ideas with others. This profession is truly about what is best for the students. If you have a brilliant idea that you believe in, then share it with those around you.

6. Watch what you say to people. How you say something counts for just as much as what you say. Tone does matter. When confronted with a difficult situation, always say less than you think. Holding your tongue in a difficult situation will make it easier for you in the long run because it will create confidence among others in your ability to handle a similar situation.

7. If you make a promise, you better be prepared to keep it. If you intend to make promises, you had better be prepared to keep them, no matter what the cost. You will lose the respect of your peers quicker than it took you to gain it by breaking promises. When you tell someone that you intend to do something, it is your responsibility to see to it that you follow through.

8. Learn about others' outside interests. Find a common interest that you have with others (e.g. grandchildren, sports, movies, etc.) and spark a conversation. Having a caring attitude will build trust and confidence in others. When others are joyful, rejoice with them; when troubled or in mourning, be sympathetic. Make sure each person around you knows that you value them and know that they are important.

9. Be open-minded. Do not get into arguments. Discuss things with people rather than argue. Being combative or disagreeable is likely to put others off. If you don't agree with something, think your response through and don't be argumentative or judgmental in what you say.

10. Understand that some peoples' feelings are hurt easier than others. Humor can bring people together, but it can also tear people apart. Before you tease or joke with a person, make sure you know how they are going to take it. Everyone is different in this aspect. Take into account another person's feelings before you poke fun.

11. Don't worry about accolades. Do your best. It's the best you can do. Let others see your work ethic, and you will be able to take pride and pleasure in a job well done.

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The Power of Communicating With Other Teachers

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Effective teacher to teacher communication is vitally essential to your success as a teacher. Regular collaboration and team planning sessions are extremely valuable. Engaging in these practices has a positive impact on teacher effectiveness. Education is a highly difficult concept for those outside the field to understand.