59 18 DOMAIN 3: Instruction COMPONENT 3C: Engaging Students in Learning Activities and Assignments The student teacher engages all PK-12 students in varied instructional modalities, as well as encouraging independent and social-emotional learning using meaningful grouping methodologies. Exemplary • All PK-12 students are highly engaged in the lesson as the student teacher utilizes varied instructional techniques and resources, accommodating different student learning modalities. • The student teacher encourages PK-12 students to take risks and show initiative in modifying a learning task to make it more meaningful or relevant to their needs. • The student teacher uses a variety of grouping methodologies, incorporating socialemotional competencies. • PK-12 students have the opportunity to use critical thinking skills and collaborate to apply authentic learning to lessons. • PK-12 students have the opportunity for both reflection and closure after the lesson to strengthen their understanding. Expected • Most PK-12 students actively participate in learning, characterized by collaboration and intellectual engagement. • Learning tasks provide for multiple correct responses or approaches and/or require higher-order thinking. • PK-12 students have some choice in how they complete learning tasks. • There is a mix of different types of groupings, suitable to the lesson objectives. • Materials and resources support the learning goals and incorporate intellectual and social-emotional engagement, as appropriate. • The pacing of the lesson provides most PK-12 students the time needed to be intellectually engaged and to promote authentic learning. Emergent • PK-12 students are passively engaged with the content, learning primarily facts or procedures. • Learning tasks are a mix of those requiring thinking and recall. • The student teacher does not provide students with a choice in how they complete tasks. • The student teacher uses different instructional groupings with partial success in achieving the lesson objectives. • The materials and resources are partially aligned to the lesson objectives and only occasionally demand student thinking. • The pacing of the lesson is uneven, though suitable in parts. Unsatisfactory • Few or no PK-12 students are interested or engaged in the lesson. • Learning tasks are limited and require only recall or a single correct response/method. Discussion Prompts: • How do you measure PK-12 students’ intellectual engagement in lessons? • Describe situations where you provide PK-12 students with choice in learning tasks. • How do you determine what type of student grouping is suitable to the lesson objectives? • Describe how you select materials and resources that support the learning goals and provide intellectual engagement. • What factors do you consider when pacing lessons to provide time for appropriate student engagement? Evidence of Practice: • Alignment of learning activities to lesson goals • Tasks promoting highlevel thinking • Active student engagement • Instructional pacing • Differentiation of learning tasks • Only one type of instructional grouping is used when variety would better serve the instructional purpose. • Instructional materials used are unsuitable to the lesson/PK-12 students and/or require only rote tasks. • The pace of the lesson is too slow or too rushed. Not Observed 18
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