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DESCRIPTIONS of EFFECTIVE TEACHER PEDAGOGY TERMS ----- July 2013 DESCRIPTIONS OF EFFECTIVE TEACHER PEDAGOGY TERMS ----- July 2013 OBSERVATION “LOOK-FORS” DESCRIPTION AND EXAMPLES NON-EXAMPLES Teacher knows and communicates what the student should be able to 1. Clarifies and articulates specific, appropriately do, understand, and care about as a result of the teaching Teacher does not share (state or post) challenging learning objectives/learning intentions. objective or when shared it is too Teacher articulates, identifies, and aligns tasks to objectives, and broad makes periodic connections to the objective/learning intentions Teacher does not make the learning Uniform Performance Guidelines for Teachers (UPGT) Goal is specific enough for students to evaluate their effort relevant Instructional Delivery (3.4) Teacher actions build student commitment, energize learning, and Objective posted on the board is not provide strategies to attain goals student-friendly Students clearly articulate orally or in writing learning intentions Visible Learning, Hattie, 2009: 162-170 Teacher ensures objectives are aligned with pacing, curriculum Goals – Effect size .56 guides, and/or essential skills, and assessment 2. Identifies and communicates challenging success Teacher spells out “What are we looking for” in clear, specific, Teacher does not identify or criteria in checklists and rubrics. measureable ways so students know how they will be assessed communicate criteria for success Teacher aligns the instruction with the assessment Instruction is not aligned with the UPGT Student Learning (4.1, 4.6) Teacher communicates success criteria (via rubric) and when and assessment Visible Learning, Hattie, 2009: 36-8, 162-170, 199, 205-7, 239 what students will be held accountable for from the Criteria is not pre-determined lesson/activity. Teacher could also provide samples of completed Direct Instruction - Effect Size .59 work (i.e., anchor papers). 3. Assesses and builds upon students’ existing knowledge Teacher guides students in identifying gaps between what they know and skills. and what is needed to attain the new learning intention Administers a pre-assessment, or outcome measure, to identify Teacher fails to access students’ prior Instructional Delivery (3.2) strengths and gaps, to determine students’ surface and deep knowledge and does not help students Visible Learning, Hattie, 2009: knowledge fill the gap needed for desired learning Prior Achievement – Effect Size .57 Teacher uses assessment results to design instruction (i.e., Hattie, 2012: page 102, How People Learn differentiation, assigning students to tier groups, scaffolding, etc.) 4. Engages and hooks, builds commitment Teacher sets the stage for learning by: “building commitment and Teacher does not set the stage for engagement in the learning task” (205), grabbing students’ attention learning or make the learning relevant UPGT Instructional Delivery (3.1) and putting them into a receptive frame of mind, focusing student Teacher does not build commitment or attention on the lesson, making connections to previous learning, focus student attention on the learning Visible Learning, Hattie, 2009: making learning intentions relevant Teacher fails to connect new content 32, 35, 41, 49, 102, 119, 128, 205, 250 Teacher expects all students to learn to previous learning Direct Instruction - Effect Size .59 (page 205) Teacher demonstrates passion for content and positive Students are assigned busy work relationships with students DESCRIPTIONS OF EFFECTIVE TEACHER PEDAGOGY TERMS ----- July 2013 OBSERVATION “LOOK-FORS” DESCRIPTION AND EXAMPLES NON-EXAMPLES Teacher provides effective, meaningful direct instruction to deliver Teacher presents information using a information needed for students to gain the knowledge or skill by: tell/lecture style and does not use breaking down content into small parts and teaching them strategies that engage students in the 5. Provides input, explains, and models individually in a logical order learning modeling skills and behaviors; showing students examples of Teacher’s input is not direct or UPGT Instructional Delivery (3.5, 3.7) what is expected, through labeling, categorizing, and comparing sequential Visible Learning, Hattie, 2009: to exemplars of what is desired Teacher spends little time defining the Teaching Strategies - Effect Size .60 (200-203) modeling thinking by thinking out loud when working through learning target and does not provide Direct Instruction – Effect Size .59 (205) problems and demonstrating processes for students examples or models Worked Examples – Effect Size .57 (172-3) using graphic organizers, manipulatives to move from concrete to Teacher relies solely on a curriculum representational and finally abstract framework document using worked examples: a problem statement and an explanation of steps to solving the problem. 6. Guides practice: monitors, provides feedback, coaches Teacher provides opportunities (guided practice) for students in Teacher provides no guided practice, and remediates as needed small or large groups to demonstrate their grasp of new learning by proceeds to independent practice working through an activity or exercise under his/her direct Teacher does not check for UPGT Instructional Delivery (3.7, 5.8) supervision until independence is attained understanding and is not able to Visible Learning, Hattie, 2009: 205, 173-178 • Teacher roams around the classroom to monitor individual provide feedback or individual help Direct Instruction – Effect Size .59 (205) students’ learning and to provide timely, specific feedback and Teacher provides guided practice that individual remediation as needed Feedback – Effect Size .73 (173-178) is not linked to learning intentions Teacher precisely measures the stated objective using an assessment • Teacher does not provide a review or 7. Provides closure and assesses lesson impact on that is accompanied by a rubric, checklist, or clearly stated clarification of key points of the lesson students, engages students in reflection expectations Teacher ends the lesson by asking if Teacher provides a closure that is a foundation for future there are any questions, if there are learning, concludes and unifies the lesson none, the teacher moves on Instructional Delivery (3.7, 4.2) Teacher provides closure by reviewing and clarifying key points Students cannot determine if they have Visible Learning, Hattie, 2009: 205 of a lesson to reinforce the learning intentions mastered the learning intentions Direct Instruction – Effect .59 (205) Teacher uses strategies such as summaries, exit tickets, oral responses, etc. DESCRIPTIONS OF EFFECTIVE TEACHER PEDAGOGY TERMS ----- July 2013 OBSERVATION “LOOK-FORS” DESCRIPTION AND EXAMPLES NON-EXAMPLES 8. Provides time for independent practice Teacher provides independent practice on a repeating schedule (i.e., Teacher does not review skills homework, group or individual work in class, opportunities to practice periodically to ensure mastery Instructional Delivery (3.7, 4.2) concepts previously taught) Teacher does not allocate ample time Visible Learning, Hattie, 2009: 205-206 Teacher asks students to choose a book and read to practice for independent practice Direct Instruction - Effect Size .59 writing a summary of the text read Teacher provides instruction that is student centered and provides exposure to new vocabulary multiple times in multiple contexts 9. Develops vocabulary and connects concepts and ideas • Teacher teaches vocabulary terms in Teacher presents explanation, a nonlinguistic representation, asks isolation, uses a teacher-directed style students to generate their own explanation/descriptions, asks Instructional Delivery (3.5) and/or instructs students to merely students to create their own nonlinguistic representation, and record and memorize definitions Visible Learning, Hattie, 2009: periodically asks students to review the accuracy of their Vocabulary Programs Effect Size .67 – (131-132) explanations/representations (e.g., Frayer Model) Teacher has students maintain a vocabulary notebook Teacher asks questions at the low Teacher asks high order questions for deep learning –all levels of levels of Bloom’s Taxonomy; 10. Questions for high level thinking and deep learning, SOLO Taxonomy to maintain/extend student thinking questions in series – interrogative style responds appropriately to students’ queries, promotes Teacher models the thinking process (metacognition – thinks Teacher responds with closed student learning out loud), provides graphic organizers, and encourages responses (criticism or praise for students to explain their conclusions and generalizations example), closes down thinking Instructional Delivery (3.1, 3.5) Teacher responds with varied and positive open responses – Teacher repeatedly calls on the first silence, accepting, clarifying, or facilitating, for example Visible Learning, Hattie, 2009: student to raise his/her hand and does Teacher utilizes appropriate “wait time” to allow all students Questioning - Effect Size .46 page 182-183 not allot ample wait time an opportunity to process questions .
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