- Houston Independent School District
- Effective Practices
- I-8 Student Engagement
Professional Support & Development
- HELC (PD Operations)
- 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
-
I-8 Student Engagement
Students actively participate in lesson activities
-
Teacher
Ms. Merita BridgesContent
ReadingGrade
5thObjective
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order. -
Teacher
Ms. Jo Braxton-TrimbleContent
Social StudiesGrade
6thObjective
Compare the characteristics of limited and unlimited governments.
-
- 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 Conversations
- Student-Generated Questions
- Work Hard, Get Smart
- Workstations
-
I-8 Students actively participating in lesson activities
The following best describes a teacher performing at Level 3 in this criterion:
- Students demonstrate engagement during direct instruction by participating in and completing instructional tasks, volunteering responses to questions, following teacher directions, and asking appropriate questions.
- Students display active effort in learning activities during independent and group work.
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.
- What different ways were provided to engage students in the lesson content?
- What is the significance of including various ways for students to engage in the lesson?
- Do you feel it’s imperative that students participate in group work? Why or why not?
