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- Effective Practices
- I-5 Maximizing Instructional Time
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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
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I-5 Maximizing Instructional Time
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Teacher
Mr. Jason CoronadoContent
ScienceGrade
5thObjective
Collect information by detailed observations and accurate measuring of the life cycle of a seed. -
Teacher
Ms Ferryn MartinContent
U.S. HistoryGrade
11thObjective
Identify the goals, methods, and results of the Civil Rights Movement.
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- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Ticket
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conferences
- Teach Back
- Tight Interactions
- Work the Clock
- Workstations
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The following best describes a teacher performing at Level 3 in this criterion:
- Teacher allocates time within a lesson by selecting high-impact instructional strategies that lead students to mastery of lesson objectives.
- Teacher effectively designs, teaches, and implements consistent classroom routines and procedures that allow students to maximize time spent on learning activities.
- Teacher directs classroom aides, paraprofessionals, and other classroom support personnel in a manner that effectively supports lesson objectives.
- Students, individually or collectively, execute routines and procedures in an orderly and efficient manner with some direction from the teacher.
- Students engage in productive learning activities from the start of class until the end of class and little time is lost on transitions and other non-instructional activities.
Link to the complete Instructional Practice Rubric
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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?