Resources

It should not surprise anyone to know that one of the most consistent findings in educational research demonstrates that the more times students spend engaged during instruction, the more they learn (Gettinger & Ball, 2007). Some researchers even identify differing levels of engagement. Schlechty (2002) defines five levels of student engagement:

• Authentic Engagement—students are immersed in work that has clear meaning and immediate value to them
• Ritual Compliance—the work has little or no immediate meaning to students, but there are extrinsic outcomes of value that keep them engaged
• Passive Compliance—students see little or no meaning in the assigned work but expend effort merely to avoid negative consequences
• Retreatism—students are disengaged from assigned work and make no attempt to comply, but are not disruptive to the learning of others
• Rebellion—students refuse to do the assigned task, act disruptive, and attempt to substitute alternative activities

Higher Order Thinking and Questioning Board

Substantive Conversation Board

Student Engagement Board

Instructional Practices - Those evidence-based approaches, applications, and or routines that fuel effective and efficient classroom interaction. They are practices that highly effective teachers have been observed using in their classrooms. They are the research based practices with effect sizes that link to student achievement.

Direct Instruction - refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration.

Achieve the Core Instructional Practices Coaching Rubrics

Hattie - Effect Size 2016

How Do You Know When A Teaching Strategy Is Most Effective? John Hattie Has An Idea

• Think abouts
  • How does this article make you rethink "teaching strategies" and effect size?
  • How does this article align to the AIW framework?

Questioning Analysis Sheet