TeachThought: Learn Better 32 Characteristics of High-Performing Classroom

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"

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

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

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

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

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

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

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