University of Florida
InTASC Standard 8: Instructional Strategies
|Performance Indicator |NETS-T/ |Implementation Examples for All Content |Resources & Materials for All Content |Literacy-Specific |Mathematics-Specific |Science-Specific |Social Studies-Specific |
| |NETS-S |Areas |Areas | | | | |
|(b) The teacher |2. Design and Develop |Apply curriculum-based measures and |Classroom Assessment: An Introduction |IRIS Center Module: RTI Reading|WWC Evidence Review of Protocol| | |
|continuously monitors |Digital Age Learning |probes in progress monitoring |to Monitoring Academic Achievement in |Instruction |for K-12 Students with Learning| | |
|student learning, engages |Experiences and | |the Classroom (IRIS Center module) | |Disabilities (What Works | | |
|learners in assessing their|Assessments |Student journals of self-reflection and | | |Clearinghouse, 2012) | | |
|progress, and adjusts | |self-assessment of progress toward goals |Promoting student self-assessment | | | | |
|instruction in response to | | |(ReadWriteThink) | |Assisting Students Struggling | | |
|student learning needs. | | | | |with Mathematics: RtI for | | |
| | | |McMillan, J.H., Hearn, J. (2008). | |Elementary and Middle Schools | | |
| | | |Student self-assessment: The key to | |(Gersten et al., 2009) | | |
| | | |stronger student motivation and higher | | | | |
| | | |achievement. Educational Horizons, | | | | |
| | | |87(1), 40-49. | | | | |
| | | | | | | | |
| | | |What is curriculum-based measurement | | | | |
| | | |and how does it help my child? | | | | |
| | | |(National Center on Student Progress | | | | |
| | | |Monitoring) | | | | |
| | | | | | | | |
| | | |What Works Clearinghouse Practice Guide| | | | |
| | | |(see Recommendation 5b -Use quizzes to | | | | |
| | | |re-expose students to key content): | | | | |
| | | |Organizing instruction and study to | | | | |
| | | |improve student learning | | | | |
|(c) The teacher |1. Facilitate and |Collaboration with community |McCarthy, P.J., Brennan, L., and |Culturally responsive literacy | | | |
|collaborates with learners |Inspire Student |organizations (Project Learning Tree, |Vecchiarello, K. (2011). Parent-school |instruction (Callins, 2006) | | | |
|to design and implement |Learning and Creativity|Learningworks, Telling Room, Gulf of |communication in the inclusive | | | | |
|relevant learning | |Maine Research Institute, DeLorme, Maine |classroom: A comprehensive model of | | | | |
|experiences, identify their|2. Design and Develop |Memory Network) |collaboration in education. | | | | |
|strengths, and access |Digital Age Learning | |International Journal of Humanities and| | | | |
|family and community |Experiences and |Use of student interest surveys |Social Science, 1(15), 55-60. | | | | |
|resources to develop their |Assessments | | | | | | |
|areas of interest. | |Family outreach for participation in |IRIS Center Module: Collaborating with | | | | |
| |3. Model Digital Age |class projects (e.g, study of diverse |Families | | | | |
| |Work and Learning |cultures, projects that relate to | | | | | |
| | |disciplines associated with various | | | | | |
| |4. Promote and Model |careers) | | | | | |
| |Digital Citizenship and| | | | | | |
| |Responsibility | | | | | | |
| | | | | | | | |
| |4. Critical Thinking, | | | | | | |
| |Problem Solving, and | | | | | | |
| |Decision Making | | | | | | |
|(e) The teacher provides |2. Design and Develop |Study and application of UDL principles |CAST (2011). Universal Design for | |CCSS for Mathematics (Maine |Honey, M.A., & Hilton, M. | |
|multiple models and |Digital Age Learning |and associated guidelines, particularly |Learning Guidelines version 2.0. | |DOE) |(2011). Learning Science | |
|representations of concepts|Experiences and |principles 1 (representations of |Wakefield, MA: Author. [See guidelines | | |Through Computer Games and | |
|and skills with |Assessments |information) and 2 (student action and |under principles I (Provide multiple | |UDL Principles and Practice: |Simulations. National Research | |
|opportunities for learners | |expression) |means of representation) and II | |Grade 1 Mathematics (video with|Council. | |
|to demonstrate their |2. Communication and | |(Provide multiple means of action and | |commentary) | | |
|knowledge through a variety|Collaboration | |expression)] | | | | |
|of products and | | | | |UDL Curriculum Self-Check | | |
|performances. | | |What Works Clearinghouse Practice Guide| |Content Resources: Mathematics | | |
| | | |(see Recommendation 3 - Combine | |(Center for Applied Special | | |
| | | |graphics with verbal descriptions and | |Technology) | | |
| | | |Recommendation 4 - Connect and | | | | |
| | | |integrate abstract and concrete | |Concrete-Representational-Abstr| | |
| | | |representations of concepts): | |act-Instructional Approach (The| | |
| | | |Organizing instruction and study to | |Access Center) | | |
| | | |improve student learning | | | | |
| | | | | |NCTM Illuminations | | |
| | | |Multimodal learning through media: What| | | | |
| | | |the research says (Metiri Group, 2009) | |Learning Mathematics with | | |
| | | | | |Virtual Manipulatives (CITEd | | |
| | | | | |Research Center) | | |
| | | | | | | | |
| | | | | |NCTM Reasoning and Sense Making| | |
| | | | | |Task Library | | |
| | | | | | | | |
| | | | | |Making It Happen: A Guide to | | |
| | | | | |Interpreting and Implementing | | |
| | | | | |the Common Core State Standards| | |
| | | | | |for Mathematics (NCTM, 2010) | | |
| | | | | | | | |
| | | | | |Doing What Works – CCSS | | |
| | | | | |Mathematics Transition Project | | |
| | | | | | | | |
| | | | | |Math Labs Program: Explore | | |
| | | | | |Differentiated Lessons Online | | |
| | | | | |(Montgomery County Public | | |
| | | | | |Schools) | | |
|(f) The teacher engages all|1. Facilitate and |Practice with uses of strategies for |Chamot, A.U., Meloni, C.F., Gonglewski,| |Metacognitive strategies |Science Education Resource |Kraci. C.L. (2012). Review or|
|learners in developing |Inspire Student |developing higher order questioning |M., Bartoshesky, A., & Keatley, C. | |(MathVIDS) |Center at Carleton College. |true? Using higher-level |
|higher order questioning |Learning and Creativity|skills and metacognition |(2008). Developing Autonomy in Language| | |(2012). Teaching Metacognition.|thinking questions in social |
|skills and metacognitive | | |Learners. Chapter 3: Empowering Your | |What’s all the fuss about | |studies instruction. Social |
|processes. |4. Critical Thinking, |Application of upper levels of Bloom’s |Students with Learning Strategies | |metacognition? (The Math Forum)| |Studies, 103(2), 57-60. |
| |Problem Solving, and |Taxonomy | | | | | |
| |Decision Making | |Thomas, A., & Thorne, G. (2012). How to| |Towards the modeling of | | |
| | |Direct observations and conversations |increase higher order thinking. | |mathematical metacognition | | |
| | |with students re: their own probing | | |(Wilson & Clarke, 2004) | | |
| | |questions |Council for Exceptional Children. | | | | |
| | | |(2011). Teaching higher order thinking | |Math problem-solving: Combining| | |
| | |Students’ reflections |skills using real world problem solving| |cognitive and metacognitive | | |
| | | | | |strategies (Intervention | | |
| | |Evidence within unit of instruction |What Works Clearinghouse Practice Guide| |Central) | | |
| | |(perhaps video of a lesson in which |(see Recommendation 7 - Help students | | | | |
| | |student uses related instructional |build explanations by asking and | | | | |
| | |strategies) |answering deep questions): Organizing | | | | |
| | | |instruction and study to improve | | | | |
| | | |student learning | | | | |
|(i) The teacher asks |1. Facilitate and |Students lead a small group discussion |Sliding groups (Teaching Effectiveness | |The Good Questions Project at | |Students develop discussion |
|questions to stimulate |Inspire Student |based upon their own questions |Program - University of Oregon) | |Cornell University | |questions related to a |
|discussion that serves |Learning and Creativity| | | | | |primary source |
|different purposes (e.g, | |Use of multiple and diverse discussion |Feedback discussions (Teaching | |Using questioning to stimulate | | |
|probing for learner | |formats |Effectiveness Program - University of | |mathematical thinking (NRICH | |Facilitating discussion in |
|understanding, helping | | |Oregon) | |Project) | |humanities and social science|
|learners articulate their | | | | | | |classes (McGraw Center for |
|ideas and thinking | | |Leading a discussion using the nominal | |Developing mathematical | |Teaching and Learning) |
|processes, stimulating | | |group technique (Teaching Effectiveness| |thinking with effective | | |
|curiosity, and helping | | |Program - University of Oregon) | |questions (PBS Teacherline) | | |
|learners to question). | | | | | | | |
| | | |Engaging Text Discussion (Adolescents) | |The art of asking thought | | |
| | | |(Doing What Works) | |provoking questions in a | | |
| | | | | |problem solving mathematics | | |
| | | |Using instructional design strategies | |classroom (Bedford & Mooney, | | |
| | | |to foster curiosity (Arnone, 2003) | |2007) | | |
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