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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
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I-2 Check for Understanding
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- Begin with the End
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- Post It
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I-3 Differentiation
- Chunking Text
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- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
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- Cold Call
- Do Now
- Entry Routine
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I-8 Student Engagement
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- Graphic Organizer
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- J-Factor
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- Product Menus
- Randomizing Responses
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I-4 Higher Level Thinking
Engages students in work that develops higher-level thinking skills
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Teacher
Ms, Diquana ShieldsContent
ReadingGrade
1stObjective
Make inferences based on illustrations. -
Teacher
Mr. Brad PearlContent
GeographyGrade
9thObjective
Expose students to issues related to commercial, factory farming methods vs. organic, animal and environmentally friendly, sustainable farming methods and practices.
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I-4 Engages students in work that develops higher-level thinking skills
The following best describes a teacher performing at Level 3 in this criterion:
- Teacher embeds higher-level thinking skills into the lesson objective so that mastery of the objective requires students to meaningfully employ higher-level thinking skills.
- Teacher provides students the support and guidance (e.g., scaffolding) needed to exercise higher-level thinking skills.
- Teacher embeds higher-level thinking skills into the lesson objective so that mastery of the objective requires students to meaningfully employ higher-level thinking skills.
- Students employ higher-level thinking skills to engage with lesson concepts, questions, and tasks and to demonstrate understanding of the lesson’s objectives.
- Students use online resources and/or instructional tools to research, gather, synthesize, and create information.
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 asking questions at different levels of Bloom’s Taxonomy develop higher-level thinking?
- What evidence was seen of higher-level thinking?
- Why is it essential to provide scaffolding and guidance for students?
