Franklin Township Community Schools

Instructional Practices

Expectations

Teacher Examples

Stated Objective

Learner Outcome

A Learning Objective states what a student will be able to learn or do.

Essential Skills, Big Idea, I Can statements

Shared on student resources, whiteboards, projected or verbalized at the beginning of each lesson.

Always specific, observable, and measurable

Listed daily and is directly connected to the days agenda
Tells students whats important
It is the focus of your formative assessments
Classrooms where students understand the learning outcomes for daily lessons see
performance rates 20% higher than those where learning outcomes are unclear.
(Marzano, 2003)

Teach and Engage via Gradual Release of Information

The Gradual Release
Model is a best practice
instructional model
where teachers
strategically transfer the
responsibility in the
learning process from
the teacher to the
students. (Fisher & Frey)

Presented at the beginning of each lesson and embedded as appropriate throughout

the lesson.
Focused Instruction / Modeling /Demonstration - (I DO) Teacher does the work.
Direct instruction for whole group, small group or one-on-one
Presentation, demonstration, lecture, etc.

Guided Practice - (WE DO) Teacher is present to guide and redirect while student practices.
Structures/Routines that allow a student to seek help as teacher actively facilitates

Independent Practice - (YOU DO) Teacher monitors while student demonstrates mastery.
Examples include but not limited to:
Students apply learner outcome in a new context
classwork
Realistic or multi-layered critical thinking

These examples explain the role of the teacher in a lesson. Because not all components
exist in a single observation it is expected but not evaluated.

Check for Understanding

Checking for understanding gives the teacher a chance to reteach, to clarify
instructions that students are indicating they dont completely understand, and
to redirect students focus in positive ways as they are engaged in an
assignment, project, or lab/workshop activity.
Check for understanding multiple times during classroom instruction in a variety of
ways, when giving directions, or while students are engaged in a project or activity.
(Marzano, Pickering & Pollock, 2001)

7-21-16

Check for Understanding

Examples include by not limited to:
Exit Ticket
Formative Assessment
Anchor Activities

Present in each lesson

Teacher Tables
Questioning
Kahoot or Plickers