Characteristics of Effective Instruction
Student Centered Classroom

Students:
​1.  Are directly involved and invested in their own learning
2.  Use prior knowledge to construct new learning
3.  Reflect on their own thinking
4.  Recognize the move appropriate strategy in problem solving
Teaching for Understanding
​
Thought-provoking activities such as:
1.  Explaining
2.  Finding evidence and examples
3.  Generalizing
4.  Applying
5.  Making analogies
6.  Representing the topic in new ways
Assessment for Learning
​
Provide students with:
1.  Clear learning targets
2.  Examples of strong and weak work
3.  Regular descriptive feedback
4.  Ability to self-assess, track learning, and set goals
Rigor and Relevance
​
Lessons are:
1.  Cognitively demanding
2.  Challenges students to apply the standards to the real world
3.  Complex and open-ended situations
Teaching for Learner Differences

Teachers:
1.  Determine effectiveness of instruction
2.  Use data to guide instructional decisions
3.  Ensure all students have access to Core instruction
​
​https://iowacore.gov/content/characteristics-effective-instruction-0

Universal Constructs
Competencies and habits of mind needed for future successes in careers, college and citizenry.

CRITICAL THINKING
  • thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights and validates perceptions.
  • metacognition that supports reflective practice.
  • processes that analyze, select, use and evaluate various approaches to develop solutions.
  • critical issues that develop innovative responses.
  • analysis and synthesis of multiple sources and points of information.
  • intentional use of disciplinary frameworks to analyze complex issues and information.
  • suspension of judgment while collecting evidence to make determinations
COMPLEX COMMUNICATION
  • negotiation processes that generate mutually satisfactory solutions.
  • managing and resolving conflicts.
  • interacting effectively with people of different cultures.
  • selection and integration of various communication processes.
  • integration of appropriate forms of informative communication technology.
  • understanding the interactions among modes of communication.
  • meaningful and engaging interactions.
  • focus, energy and passion around the key message.
  • navigation through nuances of effective communication.
CREATIVITY
  • a disciplined process that includes skill, knowledge, imagination, inspiration and evaluation.
  • capturing or collecting new ideas for current or future use.
  • a combination of seemingly unrelated ideas into something new.
  • a respectful exchange of ideas.
  • engagement in formal and informal learning experiences.
  • divergent thinking.
  • entrepreneurial thinking that encourages unique thoughts and applications.
  • a comfort level with open-ended challenges that reflect multiple approaches and results.
  • reconfiguration of current thought within a new context.
  • pattern recognition across disciplines that results in an innovative outcome.
FLEXIBILITY AND ADAPTABILITY
  • engagement in innovation and creativity.
  • intellectual agility.
  • embracing change.
  • expecting and accepting the emotions inherent in change while supporting those who are involved.
  • respect for unique qualities of others and self.
  • purposeful and thoughtful response to disruptions.
  • acknowledging and responding to dissonance in productive ways.
  • the potential for  positive and negative outcomes in risk-taking.
  • proactive and reactive approaches to change.
  • acknowledging ambiguity is inherent in a changing environment.
COLLABORATION
  • non-hierarchical leadership based on individual skill sets.
  • respect for a complex process that requires individuals to contribute and participate in meaningful interactions.
  • the belief that group synergy enhances productivity.
  • understanding and application of effective group processes to solve problems.
  • productive group interactions.
  • respectful disagreement.
PRODUCTIVITY AND ACCOUNTABILITY
  • the ability to acquire new learning on one’s own.
  • application of appropriate processes and tools to facilitate task completion.
  • self-sufficiency as required in a complex environment.
  • identification of available opportunities.
  • motivation and commitment to achieve.
  • assuming leadership roles.
  • building on prior learning and experience to apply knowledge and skills in a variety of contexts.
  • self-confidence and self-respect.
iowacore.gov/content/universal-constructs-essential-21st-century-success-0

You are not done teaching until they can do it without you.
                                                                                              N. Lockett

Planning lessons to meet the needs of students 
fUnit or Lesson Planning Tool
ccss_unit_planner.pdf
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**Educators Evaluating the Quality of Instructional Products (EQuIP) Rubrics
Clarify exactly what each student must learn​
Know what each child must be able to do
Determine materials, strategies, and assessments 

DOK
Depth-of-Knowledge
Do you want them to repeat, apply, transfer, or create their own?