The Framework for Teaching Evaluation Instrument

1 49 The Framework for TeachingEvaluation InstrumentDOMAIN 3 InstructionInstruction583c engaging STUDENTS IN LEARNING3c engaging Students in LearningStudent engagement in learning is the centerpiece of the Framework for Teaching ; all othercomponents contribute to it. When students are engaged in learning, they are not merely busy, nor are they only on task. Rather, they are intellectually active in learning important and chal-lenging content. The critical distinction between a classroom in which students are compliantand busy and one in which they are engaged is that in the latter students are developing theirunderstanding through what they do. That is, they are engaged in discussing, debating, answer-ing what if?

2 Questions, discovering patterns, and the like. They may be selecting their workfrom a range of (teacher-arranged) choices and making important contributions to the intellec-tual life of the class. Such activities don t typically consume an entire lesson, but they areessential components of lesson in which students are engaged usually has a discernible structure: a beginning, amiddle, and an end, with scaffolding provided by the teacher or by the activities teacher organizes student tasks to provide cognitive challenge and then encouragesstudents to reflect on what they have done and what they have learned. That is, the lesson hasclosure, in which students derive the important learning from their own actions.

3 A critical ques-tion for an observer in determining the degree of student engagement is What are the studentsbeing asked to do? If the answer to that question is that they are filling in blanks on aworksheet or performing a rote procedure, they are unlikely to be cognitively observing a lesson it is essential not only to watch the teacher but also to pay close atten-tion to the students and what they are doing. The best evidence for student engagement is whatstudents are saying and doing as a consequence of what the teacher does, or has done, or hasplanned. Elements of component 3c : Activities and assignmentsThe activities and assignments are the centerpiece of student engagement, since theydetermine what it is that students are asked to do.

4 Activities and assignments that promotelearning are aligned with the goals of the lesson, and require student thinking that both empha-sizes depth over breadth and that may allow students to exercise some of studentsHow students are grouped for instruction is one of the many decisions teachers make everyday. There are many options: students of similar background and skill may be clusteredtogether, or the more advanced students may be spread around into the different groups. Alter-natively, a teacher might permit students to select their own groups or to form them materials and resourcesThe instructional materials a teacher selects to use in the classroom can have an enormousimpact on students experience.

5 Although some teachers are obliged to use a school or district sofficially sanctioned materials, many teacher use these selectively or supplement them with oth-ers of their choosing that are better suited to engaging students in deep learning for example,the use of primary source materials in social and pacingNo one, whether adults or students, likes to be either bored or rushed in completing a things moving, within a well-defined structure, is one of the marks of an experiencedteacher. And since much of students learning results from their reflection on what they havedone, a well-designed lesson includes time for reflection and : Activities aligned with the goals of the lesson Student enthusiasm, interest, thinking, problem-solving, etc.

6 Learning tasks that require high-level student thinking and are aligned with lesson objectives Students highly motivated to work on all tasks and persistent even when the tasks arechallenging Students actively working, rather than watching while their teacher works Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and studentreflection593c engaging Students in Learning Possible ExamplesUnsatisfactoryBasicProficientDis tinguishedStudents are able tofill out the lessonworksheet withoutfully understandingwhat it s asking themto lesson drags orfeels complete busy work are asked tofill in a worksheet, fol-lowing an is a recogniza-ble beginning, middle,and end to the of the lessonhave a suitable pace.

7 Other parts drag orfeel are asked toformulate a hypothe-sis about what mighthappen if the Ameri-can voting system al-lowed for the directelection of are given atask to do independ-ently, then to discusswith a table group,and then to report outfrom each is a clear be-ginning, middle, andend to the lesson neitherrushes nor are asked towrite an essay in thestyle of Hemingway. A student askswhether they mightremain in their smallgroups to completeanother section of theactivity, rather thanwork identify orcreate their ownlearning summarizetheir learning from engaging STUDENTS IN LEARNINGFew students are intellectually engaged inthe tasks require only recall or have asingle correct response or materials used ask students to performonly rote one type of instructional group is used(whole group, small groups)

8 When varietywould better serve the materials used are unsuitableto the lesson and/or the lesson drags or is students are intellectually engaged inthe tasks are a mix of those requiringthinking and are in large part passivelyengaged with the content, learning primarilyfacts or procedures. Students have no choice in how they com-plete teacher uses different instructionalgroupings; these are partially successful inachieving the lesson materials and resources are partiallyaligned to the lesson objectives and only insome cases demand student pacing of the lesson is uneven suitable in parts, but rushed or dragging learning tasks and activities, materials,resources, instructional groups andtechnology are poorly aligned with theinstructional outcomes or require only roteresponses.

9 The pace of the lesson is too slow or toorushed. Few students are intellectually engaged learning tasks and activities arepartially aligned with the instructional out-comes but require only minimal thinking bystudents, allowing most to be passive ormerely compliant. The pacing of the lesson may not providestudents the time needed to be intellectu-ally AttributesUNSATISFACTORYBASIC61 Most students are intellectually engaged in tasks have multiple correctresponses or approaches and/or demandhigher-order have some choice in how they com-plete learning is a mix of different types of groupings,suitable to the lesson and resources support the learninggoals and require intellectual engagement, pacing of the lesson provides students thetime needed to be intellectually addition to the characteristics of proficient.

10 Virtually all students are highly engaged in take initiative to modify a learningtask to make it more meaningful or relevant totheir needsStudents suggest modifications to the groupingpatterns have extensive choice in how theycomplete tasks. Students suggest modifications or additions tothe materials being have an opportunity for both reflec-tion and closure after the lesson to consolidatetheir learning tasks and activities are alignedwith the instructional outcomes and designedto challenge student thinking, the result beingthat most students display active intellectualengagement with important and challengingcontent and are supported in that engagementby teacher scaffolding.