Standards for Instruction
Publications by Dr. Fenwick English, ASCD, NCTM, and other professional sources lead to some generally accepted standards for good instruction. A teacher interested in self analysis might reflect on each of the standards listed below and score their own instruction based on the following scoring rule.
Over any three to four week period: If none of the indicators for the standard were present, 0 If a few indicators were occasionally present, 1 If some indicators were present much of the time, 2 If many indicators were present most of the time, 3
Standard 1: Activities and Tasks Well-delivered instruction includes activities that: are based on identified proficiencies, competencies, and skills (state or national subject discipline standards)   take into consideration students' individual differences (level of experience, vocabulary, academic ability, etc.)   address different learning styles and multiple intelligences    employ higher order thinking skills   make connections between disciplines and the real world   provide for individual and collaborative learning experiences   use varied instructional strategies, methods, and media   encourage student choice and exploration   0­­­­1­­­­2­­­­3
Standard 2: Discussion Leader Behaviors The discussion leader (teacher) will: ask questions that make students think   listen carefully to students' ideas   ask students to explain their answers orally and/or in writing   encourage each student to participate (has a strategy for each student to participate-OPPORTUNITY)   use appropriate wait time to allow time to think (THINK TIME)   include overt and covert strategies to keep students mentally engaged (ACTIVE PARTICIPATION)   ask questions that cover a range of Bloom's Taxonomy (TYPES OF QUESTIONS)   make use of open ended questions   challenge and extend students' ideas   react appropriately to student responses   0­­­­1­­­­2­­­­3
Standard 3: Discussion Participant Behaviors The discussion participants (students) will: listen to, respond to, and question the discussion leader and one another using higher order thinking skills   pose problems and questions   make conjectures and present solutions using problem solving methods   0­­­­1­­­­2­­­­3
Standard 4: Teaching/Learning Tools Well-delivered instruction will feature the use of: computers, calculators, and other technology   a variety of tools such as manipulatives, sentence strips, globes, maps, models, big books, and puppets, pictures, diagrams, tables, and graphs   a variety of tools such as manipulatives, sentence strips, globes, maps, models, big books, and puppets, pictures, diagrams, tables, and graphs   metaphors, analogies, and stories   written hypotheses, explanations, and arguments   oral presentations, dramatizations, demonstrations, and student created projects   writing for a variety of purposes e.g. explanation, evaluation, and creativity   a wide variety of reading materials and resources   0­­­­1­­­­2­­­­3
Standard 5: The Learning Environment Well-delivered instruction provides a learning environment in which: time for exploration is provided and structured   the classroom and materials are used in ways that facilitate students' learning   students' ideas and ways of thinking are valued and respected   0­­­­1­­­­2­­­­3
Standard 6: Analysis of Teaching and Learning Well-delivered instruction features: reflection on teaching strategies, instructional delivery and the alignment of curriculum, instruction, and assessment   observing, listening, and gathering information to assess what students are learning   examining effects of the tasks, discussion, and learning environment in order to evaluate the need to adapt or change activities while teaching   make plans, both short and long-range   describe and comment on each student's learning to parents and administrators, as well as to the students themselves     0­­­­1­­­­2­­­­3