Pathwise Orientation

1. Pathwise Orientation Information for EDU 325 Practicum

2. DOMAIN C Teaching for student learning This domain focus on the overall goal of helping students to connect with content. It includes establishing clear learning goals, adjusting learning when appropriate and knowing how to regulate instructional time

3. DOMAIN C Clear goals and procedures Learning comprehensible Extend thinking Adjust learning Regulate instructional time

4. C1 � Making learning goals and instructional procedures clear to students This step is about clear communication of both the learning goals for the specific lesson and the procedures that are going to be used. This can be done orally or in writing. �Yesterday we learned about�.and today we will be learning about�.�

5. C1 � Instructional Procedures Instructional Procedures: This is the manner in which students are expected to participate in instruction and demonstrate their comprehension of the goals of the lesson. Most often this relates to the instructions provided to students in each lesson for completing assignments and demonstrating competence. Teachers can communicate instructional procedures in a variety of ways that may include, but are not limited to, oral or written directions, explanations or review of the tasks at hand, written contracts with individual students.

6. Two Ways to Communicate Goals Explicit for students: This means a direct statement of learning goals for the lesson by the teacher. Both oral and written specifications of goals fit this definition. Implicit goals for students: This means constructing the lesson for students in such a way as to allow them to derive the goals of the lesson from the presentation. This is often used in inquiry or discovery methods. In any case, the teacher must be sure to assess student understanding of the implicit goals directly during or at the end of the lesson.

7. Positive Examples of C1 Teacher gives the students clear verbal and written instructions. Teacher uses visual and concrete examples when making procedures clear to students. Teacher asks students to reiterate the instructions given to confirm understanding. Teacher uses language that is appropriate to the students. Learning goals are clearly stated, orally or in writing, so that students are aware of the purpose of the lesson. Students are able to begin and engage in the assigned task.

8. Negative Evidence of C1 (Behaviors to discourage, avoid, or change) Information given by teacher to students is confusing; lacks clear written and verbal instructions. Teacher is asked by many students to repeat instructions. Teacher provides the students with inaccurate instructions. Students are displaying disruptive and off task behavior; are not engaged.

9. C2 - Making content comprehensible to students In order to learn, students must be engaged with the content and the content must be meaningful to them on some level, whether that level is deeply personal or more purely academic. Therefore, one aspect of this criterion is the teacher's skill at activating and building on students' background knowledge and experiences in order to make the content meaningful to them.

10. C2 Content: The subject matter that the student is expected to demonstrate knowledge, skills, attitudes, or values. Student experiences: This means that the lesson is related to each students experiential background. This includes relating the lesson to prior experiences and using techniques to share experiences like brainstorming. Individual differences and cultural differences should be a part of the teachers concern in presenting the lesson.

11. C2 Positive Examples Teacher uses review at the beginning of the lesson. Teacher makes the content of the lesson relevant to the students background and shows how the current lesson effects other areas. Teacher uses manipulatives, concrete examples, demonstrations and/or a variety of media in her instruction. Students display high on task and student success rates. Students are actively participating in the activity; asking and answering questions.

12. Negative Evidence � C2 Students are observed to be completing an excessive amount of dittos and worksheets or worksheets that are not related to the current topic. Teacher gives long lectures without the opportunity for questions. Teacher does not use examples, modeling, demonstrations and/or manipulatives in her instruction. Teacher presents inaccurate information or material that is not appropriate to the level of the students. Teacher overuses videos or filmstrips.

13. C3 � Encouraging students to extend their thinking This criterion focuses on the aspects of teaching in any situation that encourage students to develop and have confidence in their own ability to think independently, creatively, or critically. Teachers use many instructional techniques to encourage students to extend their thinking - for example, asking open-ended questions, or assigning tasks in which there is more than one method of completing the task.

14. C3 � Encouraging students to extend their thinking Many opportunities for students to extend their thinking arise spontaneously in teaching, as when the teacher asks students for their opinions or for alternative explanations. As teachers gain skill, they frequently design an activity or a lesson specifically to encourage students to extend their thinking: Example: when students are asked to write an essay comparing one author to another or one book to another.

15. C3 - Positive Evidence  Teacher uses a variety of questioning techniques such as open-ended questions, higher order questions, prediction questions, and asking students to provide examples. (Why? What else? How many ways? How can you find that out? Tell me more). Teacher asks students to repeat the same task in other ways. Teacher provides for a cooperative classroom atmosphere and encourages students. Teacher hold classroom debates, creates hypothetical situations and encourages discussions involving pros and cons.

16. C3 - Negative Evidence Behaviors to discourage, avoid, or change Teacher asks questions that require only yes or no answers. Teacher does not allow wait time after asking questions of students and may answer the question for the students. Teacher does not accept new or alternative ways to complete a task. Teacher does not encourage students and may make indifferent/negative comments. Teacher allows one student to take a leadership role and/or do most of the work.

17. C4 � Providing Feedback Monitoring students� understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands.

18. C4 � Providing Feedback This criterion refers to the monitoring, feedback, and adjustment that takes place during the lesson. The teacher should monitor the students' understanding of the content throughout the lesson. Monitoring may be accomplish by a variety of means - checking written work, asking questions, paying attention to nonverbal cues from students, and so on. The teacher should provide specific feedback to reinforce those who are on track and redirect or assist those who need extra help.

19. C4 - continued The teacher should use information gained from monitoring students' understanding to assess the effectiveness of the particular instructional approach. As the teacher gains skill, he or she should be able to adjust the learning activities as necessary if they are not working as intended or if the students are having unexpected problems. In addition, the teacher may chose to adjust instruction not because of problems, but because he or she recognizes a "teachable moment" and adjusts instruction in order to capitalize on it.

20. C4 - Positive Evidence (Behaviors to encourage, continue, and develop.) Teacher moves throughout the classroom checking written work. Teacher asks students if they have questions about the assignment. Teacher makes adjustments in the assignment to meet the needs of individual and groups of students. This may include re-teaching or acceleration. Teacher provides positive and corrective feedback. Teacher encourages self-checking and peer-checking when appropriate.

21. C4 � Negative Evidence Teacher remains at desk and does not provide feedback to the students. Teacher does not actively circulate throughout the room and monitor the progress of the students. Teacher does not make adjustments in assignments to meet the needs of individual students. Teacher provides negative feedback to students including ignoring and insulting students. Teacher does not check to see if student learning has occurred.

22. C5 � Using instructional time effectively This criterion refers to the refers to the teacher's skill in using time effectively during the lesson. As used here, "instructional" time means time during which content-related teaching and learning take place. If the pace of instruction is too fast, some or all of the students may not be able to understand the content being taught. When lessons are paced too slowly, students may become bored and student engagement may decline.

23. C5 � Using Time Effectively Digressions from the planned activities do not constitute a waste of time if they result in valuable learning; digressions that simply wander into irrelevant topics for substantial periods of time should be avoided. If a lesson or learning activity is completed more quickly than the teacher anticipated, he or she should provide the students with meaningful and relevant work or activities for the remaining time. Teacher has effective classroom routines and procedures for such non-instructional processes as taking roll and distributing materials to enable the teacher to spend more class time on learning activities.

24. C5 � Positive Evidence Teacher has materials and supplies prepared and accessible prior to the start of the lesson. Teacher handles non-instructional tasks (lining up, lunch count) smoothly and efficiently. Transitions between tasks are smooth. Teacher appropriately deals with classroom interruptions such as visitors, phone and distractions. Students remain on task and off task behavior is redirected by the teacher with minimal distraction. Teacher appropriately paces the lesson and uses the time to engage students in worthwhile activities.

25. C5 Negative Evidence Teacher uses instructional time to prepare and access instructional materials. An excessive amount of time is spent on non-instructional tasks. Teacher engages in extended off topic conversations with students. Transitions are poor and take too much time. Teacher pace is too slow, too fast or not appropriate to the content of the lesson. Teacher does not maintain student on task behavior; students interrupt the learning of others.