- Houston Independent School District
- Effective Practices
- I-1 Objective Driven Lessons
OLD-Professional Development
Page Navigation
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
-
Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
-
I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
-
I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
-
I-1 Objective Driven Lessons
Facilitates organized, student-centered, objective-driven lessons.
-
Teacher
Ms. Bathsheba NashContent
ScienceGrade
Pre-KObjective
Describe life cycles of organisms. -
Teacher
Ms. Vanessa BivensContent
MathGrade
7thObjective
Describe the resulting effects on perimeter, area and volume when dimensions of shapes and solids are changed proportionally.
-
I-1 Facilitates organized, student-centered, objective-driven lessons
The following best describes a teacher performing at Level 3 in this criterion:
- Teacher facilitates a cohesive lesson in which all lesson elements are sequenced and organized in order to lead students toward mastery of the objective.
- Teacher selects and executes instructional strategies that effectively support lesson objectives.
- Students connect lesson content to prior knowledge in order to build new learning.
- Students explain the lesson’s objective and what they will be doing in the lesson in their own words.
- Students articulate how their work will be assessed or what assessment the teacher is using to measure their learning.
- Students independently or collaboratively practice, apply, and demonstrate the skills and knowledge they are learning during the lesson through meaningful learning activities.
- Students demonstrate an understanding of lesson content and skills through correct responses in student work or by asking relevant clarifying or extension questions.
Link to the complete Instructional Practice Rubric
-
Use the following reflection questions to guide thinking prior, during, or after watching the video exemplar. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty..
- How can a teacher make sure that the lesson objective is clear to students?
- What are some ways to access prior knowledge? Why is this important to do?
- How were the elements of the lesson organized to help students master the objective?