Classroom Instructional Framework - JCPS
Teacher: ___________________________________________Period/Subject: _________________________________________Date:_____________________________School:___________________________________________
|Essentials |Effective Lesson Components |Classroom Activities |Evidence of Rigor and Relevance |
| |(Circle all that you observe) |(Comments) |in all CIF Components |
|Entering Activities |Independent reading | | |
| |Agenda entry | | |
|______minutes |Vocabulary, grammar sentences, math minutes, problem of the day | |Real world connections |
| |Pre-test, journal/log prompt, written reflection/response | | |
| |Sponge accountability | | |
| |Display and verbalize sponge | | |
| |Student and teacher use of technology | |Students actively construct/revise individual/group |
| |Other | |understanding through discussion, problem-based |
| | | |learning scenarios, research projects, written |
| | | |arguments, and criteria-based reflection. |
| | | | |
| | | | |
| | | | |
| | | |Students are the primary talkers/thinkers/doers. |
| | | | |
| | | | |
| | | | |
| | | |Teacher guides students to struggle through |
| | | |misunderstandings, examine multiple perspectives, |
| | | |and explore similarities and differences. |
|Transition |Use of CHAMPs and Transition to next activity | | |
|______minutes |Effective use of resources (i.e., time, staff, space, materials) | | |
|Anticipatory Set |Establish goals, objective(s), & expectations (academic and behavioral) in kid friendly |Objective(s): | |
| |language | | |
|______minutes |Build background knowledge/connect with prior knowledge, establish relevance | | |
| |(revisit throughout lesson) | | |
| |Review/discuss homework | | |
| |Use of clues (charts, content vocabulary, etc.) | | |
| |Student and teacher use of technology | | |
| |Other | | |
|Transition |Use of CHAMPs Transition to next activity | | |
|______minutes |Effective use of resources (i.e., time, staff, space, materials) | | |
|Teaching/Learning |Teacher uses one or more of the following specifically designed instructional activities that suit content | | |
|Interactive Instruction |area: | | |
| |Read aloud, think aloud, teacher-led discussion, role play, direct instructions | | |
|______minutes |Inquiry techniques: questions, cues | | |
| |Model use of non-linguistic representations (graphic organizers) | | |
| |Model summarizing and note taking | | |
| |Probe for understanding, provide feedback, reinforce effort, provide recognition | | |
| |Use of formative assessments | | |
| |Student and teacher use of technology | | |
| |Other | | |
|Transition |Use of CHAMPs Transition to next activity | | |
|______minutes |Effective use of resources (i.e., time, staff, space, materials) | | |
|Essentials |Effective Lesson Components |Classroom Activities |Evidence of Rigor and Relevance in all CIF |
| |(Circle all that you observe) |(Comments) |components |
|Guided Practice |Practice/extend learning by: demonstrating, clarifying, linking, applying, synthesizing | | |
| |evaluating, generating/testing hypotheses | | |
|______minutes |Conference with students | |Work and conversation are connected to an |
| |Monitor independent, small or large group work | |overarching, essential question, and anchored in |
| |Check for understanding, monitor and adjust guided practice as needed | |students’ previous experience, prior |
| |Provide feedback and reinforce effort | |learning/knowledge, and real-world applications. |
| |Student and teacher use of technology | | |
| |Other | | |
| | | |Work is compelling and purposeful, with students |
| | | |connecting with fellow learners in making meaning of|
| | | |how they can use their new knowledge, skills, and |
| | | |understanding to make a difference in their |
| | | |community or the world at large. |
|Transition |Use of CHAMPs Transition to next activity | | |
|______minutes |Effective use of resources (i.e., time, staff, space, materials) | | |
|Closure |Teachers use one or more of the following planned instructional activities: | | |
| |Check for individual understanding using one of the following strategies: | | |
|______minutes |One-minute summary, exit slip, one-problem quiz, journal writing, | | |
| |identifying similarities and differences | | |
| |Check for whole group understanding using one of the following strategies: | | |
| |resolve questions, review objective, provide feedback, make connections, | | |
| |reinforce effort, and/or provide recognition | | |
| |Assign reinforcing homework and practice | | |
| |Other | | |
|Independent |Review, practice, or apply learning through homework or other activity that | | |
|Practice |reinforces what was taught. | | |
| |Application of skills learned (i.e., presentation, projects, etc.) | | |
|______minutes |Student and teacher use of technology | | |
|Transition |Use of CHAMPs Transition to next activity/class | | |
|______minutes |Effective use of resources (i.e., time, staff, space, materials) | | |
| |
|Evidence of Relationships: (Check all observed and comment) |
| |
|( Teacher gives specific or general praise |
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|( Teacher calls students by name |
| |
|( Students call teacher and peers by name |
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|( Teacher constructively addresses student misbehavior |
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|( Teacher uses proximity to manage class |
| |
|( Classroom environment is inviting, neat, and uncluttered. Room arrangement is conducive to collaborative learning. |
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