- Houston Independent School District
- Effective Practices
- I-6 Communicating Content/Concepts
Professional Development
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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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
- eLearning
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I-6 Communicating Content/Concepts
Communicates content and concepts to students
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Teacher
Ms. Milli PatelContent
MathGrade
3rdObjective
Identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass in the customary system and SI (metric) system. -
Teacher
Ms. Rose DurantContent
HistoryGrade
12thObjective
Use a decision making process to identify a situation that requires a decision, gather information, and take action to implement that decision.
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I-6 Communicates content and concepts to students
The following best describes a teacher performing at Level 3 in this criterion:
- Teacher explains concepts and skills clearly and coherently.
- Teacher conveys accurate content to students.
- Teacher uses developmentally appropriate explanations and explains new terms and vocabulary.
- Teacher emphasizes key points needed to master lesson objectives.
- Teacher communicates content and skills using visuals or technology in situations where such methods facilitate student understanding of lesson objectives.
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 visuals or technology aid in communicating content to facilitate student learning?
- What opportunities did the teacher provide for students to take leadership roles in communicating content?
- Why is it critical to emphasize key points? How do you determine the key points of a concept?
