• Learning Intention with success criteria is posted and communicated to ensure understanding and referred to throughout the lesson

• It is clear (with student friendly language) for students what they must be able to say, do, write or produce to demonstrate mastery of the target (which is congruent to the standard). Stuedents should be able to describe what they are to learn, where they are in the learning and where they go next.

• Includes words that are bolded that let students know how they'll be assessed

Potential Evidence-Based Strategies:

• Self Reported Grades / Expectations (1.44)

• Strategy to Integrate with Prior Knowledge (.93)

• Teacher Clarity (.75)

• Questioning (.48)

Models for Review

• About 5 minutes or 1/17 of total class time, warm-up, get them ready for learning, may include embedded vocabulary from text(s) to be used in lesson

• This is a time to "hook" the class into the learning and begin to build interest, activate schema (background knowledge)

Models for Review

• Approximately 1/4th of class time.

• During this time, the student are in "surface learning" mode, meaning:

  • This is a time to use direct explicit instruction - (teacher directed as compared to student directed)

  • Model what is to be learned (think aloud)/ mastered and set up for guided practice

  • Note-taking time, Summarizing, Mnemonics, etc...

Potential Evidence-Based Strategies:

• Scaffolding (.82)

• Self-Verbalization/Self Questioning (.64)

• Questioning (.48)

Models for Review

• After each brief step/chunk in the lesson, the teacher immediately gives students a chance to practice/process information and to demonstrate understanding or mastery of that brief step that was just taught or modeled, while the teacher "checks for understanding."

Checking for Understanding

• Both during and after each "guided practice," for every small step/chunk in the lesson, the teacher uses strategies to check for understanding - that is, to quickly assess students' progress or mastery (by circulating to observe students' work/answer; cold-calling a random sample of students; having students hold up whiteboards with work/answers).

• (The teacher does little/no individual "tutoring" during this time, which interrupts the flow of the lesson and is less efficient than the nest step-adjusting instruction [below] for the entire class. Tutoring can be done during "independent practice.")

Followed by Adjustments to Instruction

• The information gathered during each guided practice/check for understanding is used to inform the teacher's attempt to adjust instruction, that is, to reteach clarify a portion of instruction until students are ready to move on to the next step.

Potential Evidence-Based Strategies:

• Jigsaw Method (1.2)

• Classroom Discussion (.82)

• Reciprocal teaching (.74)

• Questioning (.48)

Models for Review

• “You Do” individual tasks that require students to apply what has been learned, catch and release, students make thinking visible

• The cycle is repeated, sometimes multiple times, for every step in the lesson-until virtually all students are ready for "independent practice".

Potential Evidence-Based Strategies:

• Cognitive Task Analysis (1.29)

• Organizing and transforming notes (0.85)

• Feedback (.73)

• Questioning (.48)

Models for Review

• Students have opportunities to make connections and demonstrate their understanding, returning to the learning target.

• Wrap-up, closure and self-assessment time

Potential Evidence-Based Strategies:

• Providing formative evaluation (.90)

Models for Review