Characteristics of Effective Classroom Practice

• The science content is significant and worthwhile.
  • Betty Ashley, Edisto Primary School, Cordova, SC
    
  • “When I think about whether content is significant and worthwhile, I consider two things- whether the content connects to the real life of the students and whether it is connected to the standards we are accountable to teach. Part of the responsibility of the teacher is to help students to make those connections by prompting and guiding. For example, the second grade standards include learning about magnets…magnets are used in everyday life and teachers help the students become aware of their presence. Teaching content that is aligned with the new South Carolina State Science Standards is important since ,at the primary level especially, we are laying the foundation for future success.”
• The science content is appropriate for the developmental levels of the students in this class.
  • Betty Ashley, Edisto Primary School, Cordova, SC
  • “I am confident that the South Carolina State Science Standards and the research-based instructional materials we use at Edisto Primary have been carefully aligned to the needs and abilities of the students. Kits have been field-tested and used extensively across the nation for many years. This matching to the developmental level of the child is important because if the content is too hard children lose focus, get frustrated, and shut down. Abstract concepts introduced too soon can lead to misconceptions that are difficult or even impossible to change later.”
• The problem, question, representation,(or other identified purpose) presented to the students is comprehended by and is interesting to the students.
  • Betty Ashley, Edisto Primary School, Cordova, SC
  • “Appropriate materials and techniques are essential for developing concepts and engaging students. Because of the way a child’s brain works, hands-on activities are best. Using  real objects whenever possible is important. Helping teachers understand the right instructional focus for the standard they are teaching will be easier this year with the Support Document that accompanies the new standards. It will give them ideas for resources that can supplement lessons and take the guesswork out of deciding what is the intent of the standard they are teaching. That way we can be assured that all teachers at a grade level are teaching the same content at the correct level.”
• Students are intellectually engaged with important science ideas relevant to the purpose of the lesson.
  • Janet Rizer
  • Engagement of students on an intellectual level depends on many factors.  I consider the teacher’s content knowledge and student/lesson management skills to be two of the most important factors.  Science lessons in our school are based on a prescribed curriculum which incorporates research-based science kits.  As I observe classrooms it is apparent that the teachers are using content knowledge in conjunction with best practices to engage all learners.  Those that are lacking in content knowledge seek assistance from me (Science Coach) or their peers in planning and preparation of the lessons.   Examples of intellectual engagement that I have seen in my school are:
    • Explicit connections of science to other content areas
    • Peer to peer conversations about lessons
    • Written student reflections in science notebooks
    • Students asking questions of adults outside of the classroom, and
    • Peer-to-peer tutoring.

    Teachers utilize the Explicit Direct Instruction (EDI) model to strengthen explicit connections and elicit passion and intensity from the students…true intellectual engagement.

Adapted from Horizon Research, Inc. Inside the Classroom: Observation and Analytic Protocol