Tier 1

"Student Expectations": the teacher finding out the student's expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability. Example for Self-reported grades: Before an exam, ask your class to write down what mark the student expects to achieve. Use this information to engage the student to try to perform even better.the teacher finding out the student's expectations and pushing the learner to exceed these expectations. Once a student has performed at a level that is beyond their own expectations, he or she gains confidence in his or her learning ability. Example for Self-reported grades: Before an exam, ask your class to write down what mark the student expects to achieve. Use this information to engage the student to try to perform even better.

CLARITY: a clear communication of the lesson's intentions and success criteria

EXPECTATIONS: teaching students to learn and use cognitive strategies such as summarizing, questioning, clarifying, and predicting, to lead to improved learning outcomes. An example of dialogue between teacher and students around text; Students take turns as teacher and lead dialogue to bring meaning to written word with assistance to learn to monitor their own learning and thinking.

ASSESSMENT: providing information on how and why the child understands and misunderstands, and what directions the student must take to improve. The most effective feedback is from the student to the teacher. When teachers seek, or at least are open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engagedÂâ€"then teaching and learning can be synchronized and powerful. Feedback to teachers helps make learning visible.

Thinking about thinking; plan how to approach a given learning task; evaluate progress; monitor comprehension. Self-questioning is an example.

EXPECTATIONS: when we continuously assess our students, determine what they need, and response to their needs strategically. This happens in small groups and individually. It is a fluid process.

TIME: Students are engaged in an activity where they are observably paying attention and focused on instructional material. The activity can be used for introduction of a concept, checking for understanding or making connections.

MODELS OF TEACHING: is most effective when students have acquired sufficient background knowledge to be involved in discussion and learning w/peers. Most useful when learning concepts, verbal problem solving, spatial problem-solving, retention and memory. Effects increase with age.

CLARITY: The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if students understand what they have been told by checking for understanding, and re-telling them what they have told by tying it all together with closure.

CLARITY: teacher is passionate about each student engaging with and succeeding in what is being taught, and the teacher is aware of each students' progress from the start to the end of learning. Student centered teacher has warmth, trust, empathy and positive relationships

CLARITY: classroom is dominated more by students questioning than teacher; Paideia. Most effective questions are high order "why, how and which is best" questions that cause students to really think; they need to be given time to process and benefit from working in pairs. The teacher can also benefit from analyzing the questions students ask.

MODELS OF TEACHING: described as the art of developing challenging situationsâ€"students observe and question phenomena, pose explanations, devise and conduct experiments, collect data, analyze data, draw conclusions, design and build models, or any combination. Is open-ended. Has greater effect when teaching process rather than content. Is shown to produce transferable critical thinking skills.

ROUTINES: clear and efficient communication and standards for housekeeping, operational features, and work procedures. When skillfully performed, all of these routines are valuable ways of organizing and managing a class.

Problem solving involves the act of defining or determining the cause of the problem, identifying, prioritizing and selecting alternatives for a solution; or using multiple perspectives to uncover the issues related to a particular problem, designing an intervention plan and then evaluating the outcome

PRINCIPLES OF LEARNING: includes explicitly modeling the skills, behaviors and/or thinking required to be successful with the lesson objective.

EXPECTATIONS: what do you do right after a student responds. This is a powerful arena where teachers actions have embedded messages about what's important and about your belief in a student's capacity. Allow for silence.

CURRICULUM DESIGN: The most effective vocabulary teaching methods included providing both definitional and contextual information, involved students in deeper processing, and gave students more than one or two exposures of the words they were to learn.

CURRICULUM DESIGN: Phonics instruction teaches beginning readers the alphabetic code and how to use this knowledge to read words. In systematic phonics programs, a planned set of phonics elements is taught sequentially. The set includes major correspondences between consonant letters and sounds, short and long vowel letters and sounds, and vowel and consonant digraphs...It may also include blends of letter-sounds that form larger sub-units in words.

CURRICULUM DESIGN Is more effective in elementary and middle school than high school. Produced greater effect when instruction was organized around a theme (0.46) and process skills were emphasized (0.36) as well as for lower achieving compared to middle and higher achieving students and when more experienced teachers implemented.

ASSESSMENT: giving students challenging yet achievable learning goals; teachers set challenging outcomes rather than "do your best". Not to be confused with "performance' goals which has a negative impact (-.01) on learning outcomes.

PLANNING: small group learning typically involves assigning a task to a small group and then expecting them to complete this task. Items to consider when planning for small group work include, students prior group work experience or instruction, cooperative learning strategies to be employed, and ensuring group size remains small.

LEARNING EXPERIENCES: include but are not limited to, graphic representations, mental pictures, physical models, drawings, and kinesthetic activities.

PRINCIPLES OF LEARNING- MEANING: Making explicit references to students' personal experience as a tie or a hook for connecting content with students' lives.

LEARNING EXPERIENCES- SELF-EXPRESSION: Students are given the opportunity to express something of themselves in a learning experience. The opportunity for choice also brings meaning to the student, increases engagement and learning outcomes for the student.

Clear expectations and continued modeling and practice.

PERSONAL RELATIONSHIP BUILDING Fostering a climate of high cooperation where there is concern for the need and opinions of others and a desire to function as a member of a team. Positive teacher-student relationships build class climate and have a tremendous impact on the quality of teaching and learning. Student performance increases when they feel comfortable and valued.

PERSONAL RELATIONSHIP BUILDING: peers can influence learning, such as helping, tutoring, providing friendship, giving feedback, and making class/school a place students want to come to each day

ROUTINES: clear communication and standards for housekeeping, operational features, and work procedures.

SPACE: arrangement of furniture, materials, and space to support instruction and how certain constant space related issues of student life are handled

TIME: How do I time events and regulate schedules so that student get the most productive learning time

TIME: Instructional time allocated on facilitating learning (not just attending to management) where students are actively engaged and participating.

CLARITY (Praises Good Thinking), DISCIPLINE, PERSONAL RELATIONSHIP BUILDING, PRINCIPLES OF LEARNING [Reinforcement]