Standard One: Engaging and Supporting All Students in Learning

1.2 Using a variety of instructional strategies and resources to respond to students' diverse needs.

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Description of Practice

Experienced Practice that Exemplifies the Standard

The teacher facilitates as students connect and apply their prior knowledge, life experiences, and interests to new learning and the achievement of learning goals. The teacher builds on students' questions and comments during lessons to modify instruction.

Maturing Beginning Practice

The teacher uses a variety of instructional strategies that are appropriate to the students and the instructional goals. The teacher carries these strategies out thoughtfully, making some adjustments to respond to students' needs. The teacher makes skillful uses of a wide repertoire of instructional strategies to engage all students in learning, making adjustments while teaching to respond to students' needs.

Developing Beginning Practice

The teacher uses a selection of instructional strategies that are largely appropriate to the students and the instructional goals, but they may lack variety or may not be responsive to students' needs.

Practice Not Consistent With Standard Expectations

The teacher uses instructional strategies, but they lack variety, are poorly carried out, or are inappropriate to the students or to the instructional goals. No adjustments are made to respond to students' needs.

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What the classroom looks like

• Uses a variety of instructional materials
• Uses a variety of instructional activities
• Reflects on the learning goal/objective
• Reflects on students' developmental needs
• Lessons reflect students' individual strengths and cultural norms
• Encourages to help increase participation
• Uses a variety of strategies that offer several ways for students to approach and demonstrate learning
• Activities are developmentally appropriate
• Materials are developmentally appropriate
• Modifications are made for students who have specific physical, emotional, behavioral, language, or learning differences.

Teacher Instructional Methods

• Facilitate
• Lecture
• Observe
• ELD support
• Interactive
• TPR
• Question
• Consult
• Model
• Test taking strategies
• AV equipment
• Computers
• Overhead/visuals
• Charts, posters, etc
• Cooperative groups
• District made rubric
• Student created rubrics
• Peer tutoring
• Questioning techniques
• Teachable moments
• Able to complete assignment in different ways
• Authentic assessment
• Ability grouping
• Music
• Hands-on activities
• Guest speakers/presenters
• Uses ELD strands/SDAIE
• Interviewing O Field trips
• Interactive
• Pictorial response
• Chants
• Art and/or crafts
• Call on students to rephrase/summarize lesson
• Illustrations
• Adjust assignments and homework to ability levels
• Leveled books
• Realia
• Other

Student Activities

• Read
• Write
• Present
• Chant
• Model
• Test
• Role play
• Class discussion
• Build models
• Class/choral reading
• Hands-on activities/projects
• Experiment
• Other

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As teachers develop, they may ask, "How do I . . ." or "Why do I . . ."

• engage all students in a variety of learning experiences that accommodate the different ways they learn?
• use a variety of strategies to introduce, explain, and restate subject matter concepts and processes so that all students understand?
• choose strategies that make the complexity and depth of subject matter understandable to all students?
• use strategies that support subject matter learning for second language learners?
• modify materials and resources and use appropriate adaptive equipment to support each student's fullest participation?
• use technology to enhance student learning?
• vary my instructional strategies to increase students' active participation in learning?
• ask questions or facilitate discussion to clarify or extend students' thinking?
• make use of unexpected events to augment student learning?
• recognize when a lesson is falling apart and what do I do about it?