1. Utilizing FfT to Enhance Teaching and Learning
Office of Talent Development
FfT Summer Institute
Presenter: Monica Holmes and Elzora Bellamy Watkins 1

2. Learning how to learn is life’s most important skill.
“Quote of the Day”
Learning how to learn is life’s most important skill.
Anonymous

3. Agenda Warm up (10 mins) Introductory Activity (15 mins.)
FfT topic
Introductory Activity (15 mins.)
What are the pieces?
Challenging Components and Elements
Let’s take a Look (15 mins)
All Roads Lead to… (25 mins)
Closure (2 mins)

4. Outcome
Participants will understand how the FfT will be better able to support teachers in enhancing teaching and learning.
The Framework for Teaching Charlotte Danielson

5. Warm Up
(10 minutes)

6. You Talk a Mile a Minute

7. You Talk a Mile a Minute
The subject is FFT
Self Assessment
Research
Student Centered
Cognitive
Constructivist
Reflective
Domains
observation 1 19 20 18 15 21 16 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 50 51 49 48 46 47 52 53 58 59 57 56 54 55 45 44 35 36 34 33 31 32 37 38 42 43 41 40 39 30

8. You Talk a Mile a Minute
The subject is FFT
Self Assessment
Research
Student Centered
Cognitive
Constructivist
Reflective
Domains
observation 19 18 20 16 15 21 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 49 50 48 47 45 46 51 52 57 58 56 55 53 54 44 43 34 35 33 32 30 31 36 37 41 42 40 39 38 59

9. Round 2

10. You Talk a Mile a Minute
The subject is FFT
Culture
Question
Planning and preparation
Rigor
Activity
Discussion
Turn and talk
Professional responsibility 1 19 20 18 15 21 16 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 50 51 49 48 46 47 52 53 58 59 57 56 54 55 45 44 35 36 34 33 31 32 37 38 42 43 41 40 39 30

11. You Talk a Mile a Minute
The subject is FFT
Culture
Question
Planning and preparation
Rigor
Activity
Discussion
Turn and talk
Professional responsibility 19 18 20 16 15 21 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 49 50 48 47 45 46 51 52 57 58 56 55 53 54 44 43 34 35 33 32 30 31 36 37 41 42 40 39 38 59

12. I’m a little familiar with the FfT
Rate yourself
I’m brand new at the FfT
I’m a little familiar with the FfT
I’ve trained or participated in the Pilot or FIRST
The Framework for Teaching Charlotte Danielson

13. Framework for Teaching Organization
Domains
(1, 2, 3, and 4)
Components
(8 Essentials)
Page 3 and 4 in FFT book)
Elements
(26) 13

14. Introductory Activity
(20 minutes)

15. The Framework for Teaching
Domain 4
Professional Responsibilities
Domain 1
Planning and Preparation
Domain 2
The Classroom Environment
Domain 3
Instruction
Ask participants “Which components do you think you could use to gage the RT’s performance? Each person should have at least six stickies. If you are doing this by yourself then they should come up with 12 likes and dislikes.
The Framework for Teaching Charlotte Danielson 15

16. What are some observations you can tell about the elements?
Jigsaw
You have 15 minutes to place the elements under the appropriate elements, and the components under the appropriate Domains.
What are some observations you can tell about the elements?

17. The 8 Essential Components
Domain 1:
Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2:
Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 4:
Professional Responsibility
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 3:
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Off Stage
On Stage
Share on stage off stage

18. Challenging Components and Elements

19. 1 2 3 4
The Framework for Teaching Charlotte Danielson

20. Constructivist learning
Priorities of the FFT
Brain Sweat
What are the FFT has two priorities?
Cognitive engagement
“minds-on”
Constructivist learning
“learning is done by the learner”
Pages 15 [The nature of Learning and how to Promote it] through page 17 in the FFT explain what is meant by constructivist learning. Suggest that participants read this when they have a couple of minutes.
We have to make sure that ALL STUDENTS are doing the work – thinking, asking questions of each other, wrestling with challenging information. Students should go home mentally exhausted [instead of the teachers]!
Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.

21. Discussion techniques Student participation
Domain 3: Instruction Component 3b: Questioning & Discussion Techniques Elements: Quality of Questions, Discussion Techniques, Student Participation
Element
Unsat
Basic
Proficient
Distinguished
Quality of Questions
Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.
Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.
Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.
Discussion techniques
Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.
Teacher creates a genuine discussion among students, stepping aside when appropriate.
Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.
Student participation
Teacher attempts to engage all students in the discussion, but with only limited success.
Teacher successfully engages all students in the discussion.
Students themselves ensure that all voices are heard in the discussion
Note: each component section of the text has a narrative section that provides a “rationale” for each component and its elements, and a” demonstration” of what that component might look like in the classroom. These narrative sections are extremely helpful in clarifying any questions participants might have about a component or element and should be read.

22. at how FfT can enhance T.L.C.
Take a look
at how FfT can enhance T.L.C.

23. Clip Talk
What evidence of Cognitive engagement and constructivist learning do you see or hear?
View clip: 4 min.
Turn & talk: 4 min.
Group share: Anything to add or change to the original chart on cognitive demand? (Facilitator adds/changes with different color marker) 2 min.
Conclude activity by once again noting how much we already know about cognitive demand. Explain that the next step for us as a county is to use this knowledge more effectively in order to improve both instruction and test scores.
We need to begin having conversations around cognitive demand, therefore…
We need to have a common language.
The common language begins with defining cognitive demand.
Click to next slide.

24. CLIPS We will be viewing a series of clips of
a ninth grade Algebra 1 lesson.
Have them record evidence

25. What are the Behaviors needed to enhance teaching and learning?
What would be some student behaviors that depicts cognitive engagement and constructivist learning?
What teacher behaviors should be evident to bring about these student behavior?

26. All Roads Lead to…
Planning

27. What to consider as you plan…
Academic Rigor in a Thinking Curriculum
Commitment to a Knowledge Core
High Thinking Demand
Active Use of Knowledge
Read slide.
PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS 27 27

28. Commitment to a Knowledge Core
Includes:
An articulated curriculum that avoids needless repetition and progressively deepens concepts
Curriculum and instruction that is organized around major concepts
Teaching and assessment that focus on the mastery of core concepts
Read through slide, giving a few seconds of process time for each bullet.
PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS 28

29. High Thinking Demand
Students are expected to raise questions, to solve problems, and to reason.
Challenging assignments are included in every subject.
Extended projects are a part of the curriculum.
Explanations and justification of ideas and opinions are expected of all students.
Reflection on learning strategies is evident in discussion and student work.
Read through slide, giving a few seconds of process time for each bullet
PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS 29

30. Active Use of Knowledge
Students are expected to:
synthesize several sources of information,
test understanding by applying and discussing concepts,
apply prior knowledge, and
interpret texts and construct solutions.
Read through slide, giving a few seconds of process time for each bullet
PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS 30

31. 1c: Setting Instructional Outcomes
Pieces of the Lesson:
Value, Sequence, & Alignment
Clarity
Balance
Suitability for Diverse Learners
Culminating activity. Han.douts: Questioning Strategies Discussion Techniques and Socratic Levels
Looking at the lesson plan

32. Domain 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.
Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Suitability for Diverse learners
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. 32

33. Domain 1: Planning and Preparation
Component 1e: Designing Coherent Instruction
Elements: Learning activities, Instructional materials and resources, Instructional groups, Lesson and unit structure
Element
Unsatisfactory
Basic
Proficient
Distinguished
Learning Activities
Learning activities are not suitable to students or to instructional purposes, and are not designed to engage students in active intellectual activity.
Only some of the learning activities are suitable to students or to the instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.
All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, and with some differentiation for different groups of students.
Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity, and are differentiated, as appropriate, for individual learners.
Instructional Materials and Resources
Materials and resources are not suitable for students, do not support the instructional outcomes nor engage students in meaningful learning.
Some of the materials and resources are suitable to students, support the instructional outcomes, and engage students in meaningful learning.
All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning.
All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials.
Instructional Groups
Instructional groups do not support the instructional outcomes and offer no variety.
Instructional groups partially support the instructional outcomes, with an effort at providing some variety.
Instructional groups are varied as appropriate to the students and the different instructional outcomes.
Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.
Lesson and Unit Structure
The lesson or unit has no clearly defined structure, or the structure is chaotic. Activities do not follow an organized progression, and time allocations are unrealistic.
The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Progression of activities is uneven, most time allocations are reasonable
The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.
The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent. 33

34. How would todays information have implications on your work?
2 Minute Quick Write
How would todays information have implications on your work? 1 19 20 18 15 21 16 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 50 51 49 48 46 47 52 53 58 59 57 56 54 55 45 44 35 36 34 33 31 32 37 38 42 43 41 40 39 30

35. How would todays information have implications on your work?
2 Minute Quick Write
How would todays information have implications on your work? 19 18 20 16 15 21 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 49 50 48 47 45 46 51 52 57 58 56 55 53 54 44 43 34 35 33 32 30 31 36 37 41 42 40 39 38 59

36. Ask: “Which domain and component does this address?
For Webinar- Host will have participants type responses in chat feature then share some responses

37. Domain 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.
Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Suitability for Diverse learners
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. 37

38. Value and Sequence Value and Sequence
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.

39. Value and Sequence Value and Sequence
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.

40. Pieces of the Lesson Value, Sequence, & Alignment Aligned to standards
Part of a bigger picture, previous lesson, beginning lesson, etc.
Represents high expectations & intellectual rigor (higher order thinking)
Culminating activity. Handouts: Questioning Strategies Discussion Techniques and Socratic Levels

41. Value, Sequence and Alignment
Connected to a sequence of learning both in the discipline and in related disciplines. Does this outcome connect to what students are learning in other disciplines?
Is this important learning?
Does the learning outcome represent high expectation for all students?
Is the learning outcome rigorous? If not, how might you rewrite it to be more rigorous?
Does the outcome naturally follow what students have previously learned?

42. Domain 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.
Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Suitability for Diverse learners
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. 42

43. Clarity
Element
Unsatisfactory
Basic
Proficient
Distinguished
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.

44. Pieces of the Lesson Clarity Objectives use measurable verbs
Clearly stated as a learning goal & can be assessed
Teacher states outcome as learning not just as an activity
Outcomes can be assessed/tested

45. What’s the difference between Activity and Outcome?
What students are expected to learn
Worthwhile and represent learning central to a discipline as well high level learning for the students
The result or consequence of an activity in terms of success and failure
Activity
What students will do
A single focus thing that the student does
An educational process or procedure intended to stimulate learning through actual experience

46. Outcome
The outcome is not that the student will complete page 38 and answer the questions but what will they learn as a consequence of answering the question on page 38.

47. Clarity-Teacher states outcome as learning not just as an activity
Bringing Clarity, is it an activity or an outcome?
Outcome:
Today you will use your problem-solving skills to resolve the following dilemma…
Activity:
Read question #3 on page 47. work with a partner to answer the question.
(This outcome is not about the answer to the dilemma, but rather the thinking students engage in to come to a resolution. The outcome allows the teacher to uncover how students are thinking about a situation and provides an opportunity to probe for deeper thinking.)

48. Instructional Outcomes do not describe what students will do, but what they will learn.

49. Domain 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.
Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Suitability for Diverse learners
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. 49

50. Balance Element Unsatisfactory Basic Proficient Distinguished Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.

51. Students Teaching Others
Balance
Reading
Audio-Visual
Demonstration
Practice
Lesson plans should be balanced
Students Teaching Others
Lecture
Group Discussion

52. This shows the various teaching styles and the average retention rate for the learner.

53. Balance
Balance represent factual knowledge and procedural skills as well as thinking and reasoning, conceptual understanding and skills in collaboration.
Among different types of learning (may represent listening, discussion, writing, drawing, presenting, groupings, etc.) How is it related to the learning outcome?
Integrated with other content areas/technology

54. Domain 1: Planning and Preparation
Component 1c: Establishing Instructional Outcomes
Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Value and Sequence
Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.
Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.
All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.
Clarity
Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.
Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.
Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.
All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.
Balance
Outcomes reflect only one type of learning and only one discipline or strand.
Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.
Outcomes reflect several different types of learning and opportunities for coordination.
Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.
Suitability for Diverse learners
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. 54

55. Suitability for Diverse learners
Element
Unsatisfactory
Basic
Proficient
Distinguished
Suitability for Diverse learners.
Outcomes are not suitable for the class, or are not based on any assessment of student needs.
Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning
Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.
Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.

56. Suitability for Diverse Learners
Instruction is adjusted to accommodate diverse learners
Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts.

57. Brain Sweat Priorities of the FFT The FFT has two priorities
Cognitive engagement
“minds-on”
Constructivist learning
“learning is done by the learner”
Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.
Brain Sweat
Pages 15 [The nature of Learning and how to Promote it] through page 17 in the FFT explain what is meant by constructivist learning. Suggest that participants read this when they have a couple of minutes.
We have to make sure that ALL STUDENTS are doing the work – thinking, asking questions of each other, wrestling with challenging information. Students should go home mentally exhausted [instead of the teachers]!