Environment
- Authentic, print rich environments that are grade-level, developmentally appropriate
- Current, student work should be visible in classrooms
- Evidence of classroom rituals and routines
- Organization-materials easily accessible with designated areas for Writing Workshop, small group instruction, meeting area, etc
Instruction
- Objectives: follow district 3 part model (CBS) and reflect what we want student to know and be able to do, reflecting Bloom’s Taxonomy (not activities)
- Transitions from teacher directed to student-centered instruction- use of small group instruction, through application of flexible grouping, guided reading and centers
- Questioning-integrate various levels of thinking, reflected by Bloom’s Taxonomy
- Increased student engagement, participation, and ownership for students’ learning
Assessment
- Evidence of feedback given to students
- Portfolios, student folders, etc with an array of student work that demonstrates growth and progress
- Use of project based learning and application activities designed to allow students to demonstrate that they have met the instructional goals