Full Implementation of Systematic Instruction Objectives

Observations/Notes

Lesson Design and Clear Learning Objectives

Teacher:

• Aligns learning objectives to grade-level standards (Tiers I & II), prerequisite standards (Tier II), or foundational standards (Tier III).
• Clearly states learning objectives in a way that helps students understand the goals or the lesson and/or connections to prior learning.
• Displays learning objectives in the classroom where students and teachers can interact with them.
• Re-visits the learning objective throughout the lesson.
• Connects the day's tasks and activities back to the learning objective to close the lesson.

Students:

• Articulate what they are learning and why.
• Understand the learning objectives and what they will know and be able to do if they meet this objective.

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Consistent Instructional Methods and Sequencing

Teacher

• Implements a consistent structure for the overall lesson or math block. (Examine lesson plans for consistency).
• Facilitates discussions that connect concrete, semi-concrete, and abstract representations.
• Selects tasks that align to grade level standards and have multiple entry points and solution pathways.
• Facilitates intentional talk about math concepts.
• Begins lessons with a number sense routine, allows students to engage in problem-solving tasks, math workshops or mini-lessons, and closes the lesson with a whole-class discussion that highlights the learning outcomes.

Students

• Use a variety of representations, making connections to representations through discourse/mathematical language.
• Make connections to prior learning.
• Engage in collaborative work.
• Articulate learning expectations.

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Full Implementation of Systematic Instruction Objectives

Observations/Notes

Scaffolded Instruction and Support for Thinking

Teacher:

• Scaffolds problem-solving tasks to support diverse learners (e.g., breaking problems into chunks, using visual representations, providing guiding questions).
• Uses questioning techniques to guide student thinking rather than giving direct answers.
• Provides opportunities for choice and different approaches that promote a growth mindset.
• Uses think-alouds to make thinking visible to all students.
• Provides sentence stems and uses talk moves to engage students in discourse.
• Creates anchor charts to record strategies or big ideas.

Students:

• Routinely collaborate and discuss reasoning with peers.
• Actively engage in problem solving, explain their reasoning, and test different approaches.
• Apply learned strategies to new or varied problem contexts.

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Assessment & Feedback During Instruction

Teacher

• Checks for understanding frequently throughout lesson.
• Utilizes formative assessment are used to inform instruction and adjust pacing/support.
• Provides descriptive and timely feedback to guide students’ thinking.
• Checks for understanding through purposeful questioning.

Students

• Take ownership of their learning by using self-checking strategies and/or revising their work based on feedback.

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