12 High Leverage Practices Flashcards
- Leading a group discussion: Goals
- Build collective knowledge and capability in relation to specific instructional goals
- Practice listening, speaking, interpreting, agreeing and disagreeing
- Students contribute orally, listen actively, and respond to and learn from others’ contributions
- Leading a group discussion: Methods
*Teachers work to ensure students are positioned as competent among their peers, are respectful, and use the strengths of and benefits each student
- Explaining and modeling content, practices, and strategies: Goals
*Makes a wide variety of topics, academic practices, and strategies explicit to students
- Explaining and modeling content, practices, and strategies: Methods
Teachers choose between:
i. simple explanations for straightforward content,
or
ii. modeling (thinking aloud, demonstrating) to share the metacognitive process
- Eliciting and interpreting student thinking: Goals
Questions create space for students to share their thinking about specific academic content.
Seek to understand student thinking
Position Students as sense makers
- Eliciting and interpreting student thinking: Methods
Teachers draw out student thinking
Teachers use what they learn about students to guide instructional decisions, and to surface ideas that will benefit other students
- Diagnosing particular common patterns of student thinking and development in a subject-matter domain
Identify common patterns of thought
Address and/or anticipate misconceptions
- Implementing norms and routines for classroom discourse and work
I. Organizational Norms & Routines - Unique to subject, scaffolding of common practice
II. Classroom Norms & Routines - Specific to a classroom, praxes used to manage student’s resources
- Coordinating and adjusting instruction during a lesson
Flexibility to use feedback to optimize efficiency of instruction, managing structure and transitions to make the most of time
- Specifying and reinforcing productive student behavior
I. Set clear expectations
II. Redirect disruptive behavior
III. Identify student engagement level
- Implementing organizational routines
I. Implement routines to set expectations
II. Provide time to practice, analyze, and modify
III. Be aware of affects on diverse learners
- Setting up and managing small group work
I. Use when collaboration is beneficial
II. Clear direction & accountability
III. Be intentional about help
IV. Ensure competency, respect, and strength-utilization
- Building respectful relationships with students
I. Respectful teacher-student relationships are characterized by trust, care, joy, and appreciation of students’ cultures and communities
II. Small conversations with individuals, notes to students, nonverbal signals, and how they respond to and acknowledge students during lessons.
- Talking about a student with parents or other caregivers
I. Work with families
II. Learn about background
III. Provide updates
IV. Strategize together
- Learning about students’ cultural, religious, family, intellectual, and personal experiences and resources for use in instruction
I. Understand norms of conversation and collaboration
II. Be aware of students’ life out of school
- Setting long- and short-term learning goals for students
I. Clear goals referenced to external standards
II. Maintain coherent, purposeful, and equitable instruction over time
III. Ensure steady progress toward larger goals
- Designing single lessons and sequences of lessons
I. Carefully sequenced lessons develop deep knowledge and sophisticated skills
II. Encourage inquiry and discovery
III. Cultivate appreciation
IV. Effectively-sequenced lessons maintain a coherent focus while keeping students engaged
- Checking student understanding during and at the conclusion of lessons
I. Informal but deliberate methods to assess learning during a lesson or between lessons
- Selecting and designing formal assessments of student learning
I. Summative assessments provide rich information about student learning ad struggles
II. Teachers consider validity, fairness, and efficiency
- Interpreting the results of student work, including routine assignments, quizzes, tests, projects, and standardized assessments
I. Student work is the most important source of information about the effectiveness of instruction
II. Varied forms of assessment
III. Looking for patterns, and individual struggles
- Providing oral and written feedback to students
I. Specific, focused, and not overwhelming in scope
II. Understandable by students
- Analyzing instruction for the purpose of improving it
I. Constantly analyzing and improving instruction
