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TeachThought: Learn Better 32 Characteristics of High-Performing Classroom

High-Performing Classroom

• Cognitive Demand

• 1. Rigor is omnipresent, from bell ringers and quizzes to accountable talk and assessments.

• 2. Students generates original ideas from seemingly disparate sources of information.

• 3. Students consistently revisit ideas, thinking and general misconceptions.

• 4. Thinking habits are valued over demonstrated "proficiency"

• Assessments

• 5. Transfer is required to prove mastery

• 6. Data is easily extracted and visualized

• 7. The academic standard and assessment from complement one another

• 8. There is opportunity for students to demonstrate what they know

• Technology Integration

• 9. Technology connects students with authentic content and communities

• 10. Personalized learning experiences are achieved through a variety of self directed means

• 11. Technology creates learning opportunities impossible without it

• 12. Technology is a means, not an end

• Curriculum Mapping

• 13. Curriculam naturally absorbs and adapts to data sources

• 14. Curriculam map is dynamic, changing in response to data & circumstance

• 15. There is clear priority of academic standards

• 16. There is clear evidence of the gradual Release of Responsibility model

• Lesson Planning

• 17. Lesson planning templates serve student thinking, not district "non-negotiables"

• 18. Bloom\'s or related taxonomies are used to move students from basic to complex thinking daily

• 19. Data is applied immediately and meaningfully to revise planned instruction

• 20. There is clear evidence of backwards design

• Learner Choice

• 21. Student questioning --rather than the teacher\'s -- drives learning

• 22. The ability for voice & choice extends to learning topics, assessment, & technology

• 23. Learning pathways can be self-directed by able & ambitious students at any time

• 24. Students recognize and can articulate their own role in the learning process at any given time

• Student Support

• 25. Students have clear criteria for success in demonstrating understanding

• 26. There are exemplar models immediately accessible to students of all important work & activities

• 27. Students are accountable to peers, families, organizations and communities, not you

• 28. Student literacy levels are meaningfully taken into account when planning instruction

• Classroom Management

• 29. Expectations are collaboratively designed, feasible and clear

• 30. "Discipline" is a collective effort: peers, colleagues, administration and family

• 31. Fair does not always mean equal

• 32. " Behavior" starts with self-awareness and self-respect, which must be encouraged & modeled