Culture of Learning: Are all students ... - Home Page | TNTP



The Instructional Walkthrough Tool articulates the vision for skillful science teaching and learning. Purposes for use include: 1) preparing lessons; 2) reflecting on instructional practices; 3) developing professional learning on standards-aligned practice; and 4) providing feedback on classroom practice. Culture of Learning: Are all students engaged in the work of the lesson from start to finish? Students consistently complete instructional tasks, volunteer responses, and/or ask appropriate questions. Students consistently follow behavioral expectations and efficiently execute transitions/procedures. Students are engaged in academic work from start to finish; there is a sense of urgency about how time is used. Students and their teacher demonstrate positive relationships and a strong classroom culture.Not YetSomewhatMostlyYesGrade Appropriate Content: Is the lesson focused on grade appropriate content?If the lesson contains text:A majority of the lesson is spent listening to, reading, writing, and/or speaking about text(s).The text(s) are at or above the appropriate complexity level for the grade and time in the school year. Consider Lexile level, levels of meaning or purpose, text structure, language, knowledge demands, and scaffolding provided by the teacher. The text(s) exhibit exceptional craft and are part of a coherent sequence that builds students’ knowledge and understanding of the world.If the lesson does not contain text:The lesson is appropriately rigorous; it builds students’ knowledge or skills through data analysis or experimentation.Not YetSomewhatMostlyYesHigh Quality Questions & Tasks: Does this lesson employ questions and tasks, both oral and written, that integrate the standards to build students’ knowledge of relevant content”? Questions and tasks integrate reading, writing, speaking and listening, and/or language standards to support students in building their understanding of the content under consideration.If the lesson is based on text, questions and tasks focus on the most critical concepts, ideas, structure, events and/or details from the text.Questions and tasks require students to use evidence from the text and/or the lab/experiment to demonstrate understanding in a grade-appropriate way and to support their ideas about the content. These ideas are expressed through both written and oral responses.If the lesson is based on text, questions and tasks attend to the most critical words, phrases and sentences within the text in order to build students’ vocabulary and deepen understanding of the content.Questions and tasks are intentionally sequenced to build knowledge and deepen students’ comprehension of the content.Not YetSomewhatMostlyYesStudent Ownership: Are students responsible for doing the thinking in this classroom?Students display persistence with challenging tasks, such as providing textual evidence and/or evidence from an experiment to support answers and responses, both orally and in writing.Students provide precise responses. When responses are imprecise, the teacher probes understanding but students do the complex thinking.Students share their developing thinking about the content of the lesson.Students explain their thinking, orally and/or in writing, using evidence from the text(s) and/or experiment.Students build on or respectfully question each other’s responses, using evidence from the text and/or experiment to defend their thinking.Not YetSomewhatMostlyYes ................
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