GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
DEFINITION
Big Ideas
A statement of an idea
that is central to the
learning, one that links
numerous
understandings to one
coherent whole. The
statement allows
students to make
lasting understandings,
on their own, after
instruction.
A Big Idea reflects
processes, concepts, or
generalizations that
establish a strong
foundation enabling
students to transfer
learning.
07/29/2010
CLARIFYING QUESTIONS

Do my Big Ideas lead to
conceptual understanding?

Will my students be able to
apply the Big Idea to other
learning?

Will my Big Idea stand the “test
of time”?

What “common thread” runs
through all these performance
objectives?

Is my Big Idea written in clear,
concise language?
STEPS, ATTRIBUTES,
OR EXAMPLES
Attributes:
 Brief
 Conceptual
 Open-ended
 Enduring
Guidelines for Determining
each Big Idea
 Applies to more than
one area of learning
 Appears in other grade
levels
 Stand “test of time”will remain
 Memorable long after
instruction ends
 Answers the essential
questions
BENEFITS
TO
STUDENTS
1.
Enhances
meaning:
understanding
and valuing
Increases
relevancy
Increases
retention
2.
3.
Curriculum & Instruction Teacher Glossary
1
BENEFITS TO
TEACHERS
1.
2.
Provide long range focus.
Helps develop the sequence
of instruction.
GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
Essential
Questions
Performance
Objective
07/29/2010
DEFINITION
Mental questions,
posed at the
beginning of a unit,
that are written in
broad, organizational
terms reflecting
conceptual priorities.
This objective must
be taken from State
Content Standards.
The Standard,
Strand, Concept and
Performance
Objective should be
included.
CLARIFYING QUESTIONS


Do my Essential Questions
relate to the Big Idea?
Do my Essential Questions
motivate my students to learn?

Can my Essential Questions be
answered with a “yes” or “no”?

Are my Essential Questions
connected to my Standards?
Have I listed the Performance
Objective in my plans?
Have I selected the performance
objective from the pacing guide?
STEPS, ATTRIBUTES,
OR EXAMPLES
Attributes:
 Standards-based
 Succinct, open-ended,
cannot be answered with
“yes”, “no”, or mere recall
of facts
 Require higher-level
thinking skill
 One-two punch questions
with content + higher-level
thinking
 Provocative
 Each question should be
distinct, substantial, and
not repetitious
 Logical sequence to a set of
questions
Steps:
 Determine the sequence of
instruction.
 Unwrap content objective
by identifying knowledge
of thinking skill.
 Determine if objective is
content or process/skill.
BENEFITS
TO
STUDENTS
1.
2.
3.
1.
2.
Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
Enhances
meaning:
understanding
and valuing
Increases
relevancy
Increases
retention
1.
Aligned to
expectation
of state.
Focuses
students on
what will be
assesses by
the state.
1.
2.
2.
Easier to focus instruction
on priorities
Students more motivated
when they know where
learning is headed.
Instruction match
expectation
Focuses on both content and
process
GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
Pre-Assessment
Selecting
objective at the
correct level of
difficulty
(SOCLD)
07/29/2010
DEFINITION
CLARIFYING QUESTIONS
STEPS, ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Current, specific data
about where to begin
instruction for
content and correct
level of difficulty
What data is available that will
provide an accurate academic
picture for lesson planning and
instruction?( i.e previous lesson
evaluation, running records,
DIBELS progress monitoring, or
benchmark assessments )
Review of previous skill
Articulated, written,
nonlinguistic representation
For example: previous lesson
evaluation, running
records, DIBELS, progress
monitoring, benchmark
assessments, bellwork
1.
The process of
content task analysis
1. Assessing which
essential
objectives
students do or do
not know
2. Choosing the subobjectives to
begin instruction
at a point where
all students can
experience some
success
What do my students already know?
Five Steps:
1. Formulate a Lesson
Objective
2. Develop task analysis
3. Preassess
4. Interpret and analyze
results
5. Determine where to begin
1.
What do they still need to know and
be able to do?
Are there groups or individuals that
will require a different level of
instruction?
2.
2.
3.
Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
Clear
connection to
previous
learning
Allows
opportunities
for
clarification
of previous
concepts
1.
Increases
success rate
Maintains
challenge
Lowers
frustration
level
1.
2.
2.
Identifies need of
student
Provides focus for
differentiation
Organized way of
planning
Saves time
GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
Cognition
Level/Critical
Thinking
Lesson Objective
DEFINITION
One of four levels of
thinking defined by
Marzano (2007)
CLARIFYING QUESTIONS
Am I designing objectives that
include higher cognition levels?
Do my lesson objectives increase in
cognition level toward a culminating
activity that requires Analysis or
Knowledge Utlilization?
A statement
clarifying what the
students are expected
to know and be able
to do and how
teacher will assess
evidence of student
learning of
performance
objective(s) within a
given lesson.
Is it clear what my students should be
able to know and do by the end
of the lesson?
Did I clearly state what evidence I
will use to determine if students
have learned?
STEPS, ATTRIBUTES,
OR EXAMPLES
Types:
 Knowledge Retrieval
 Comprehension
 Analysis
 Knowledge Utilization
1.
Develops
students’
cognitive
ability and
experiences.
BENEFITS TO
TEACHERS
1.
2.
3.
Increases student thinking
Deepens meaning
Develop flexibility of
thought
2. Builds deeper
understanding
of content.
Lesson Plan Objective: What
(content) + How (process)
+ Evaluation (evidence)





07/29/2010
BENEFITS
TO
STUDENTS
Aligned to state
standards
Clear
Measurable
Includes how the
learning will be
assessed
Includes the evidence
of rigor or criteria for
success
1.
Provides
clarity of
information,
questions,
and activities.
2. Focuses
students’
efforts.
Speeds
learning.
Curriculum & Instruction Teacher Glossary
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1.
2.
3.
Provides focus for all
teacher actions
Organization
Less reteaching needed
GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
Language
Objective
Materials/
Resources
07/29/2010
DEFINITION
CLARIFYING QUESTIONS
A second teaching
objective taken from
the grade appropriate
Content Standard in
Reading, Writing,
Speaking, or
Listening or from the
English Language
Development
Standards
What literacy skills can be integrated
with content area lesson
objective?
Print, electronic,
visual resources used
What materials/resources/ technology
does the teacher and/or students
need to accomplish the
objective(s)?
STEPS, ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Attributes:
Content or process skill
included
Consider how students receive
and express information.
Plan explicit oral or written
expression.
1.
Articulating
thinking
clarifies
learning.
2.
Attach
precise
terminology
or academic
vocabulary
Steps:
1. Check alignment with
content and process.
2. Ensure that the level of
difficulty is appropriate for
students.
3. Make resource accessible
through pictures, role
playing, explanation,
building background, tape
recording, etc.
1.
Enhance
understanding
Supports
information
from teacher.
Provides
opportunities
to construct
knowledge.
2.
3.
Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
1.
2.
1.
2.
Increase retention through
processing
Saves time
Saves time
Increase motivation of
student
GESD Glossary of Instructional Elements: PLANNING
ELEMENTS
Teaching to the
Objective
(Alignment)
DEFINITION
The ability of the
teacher to keep most
teacher actions
aligned to one
objective at a time.
CLARIFYING QUESTIONS
Do I only give information,
responses, activities, and
questions that align to the
objective?
By listening to short segments of the
information or individual
question/responses can students
tell what the objective is?
STEPS, ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Teaching to the Objective
Categories:
 Information
 Response
 Activities
 Questions
1.
Four Steps:
1. Brainstorm skills necessary
to reach terminal objective
2. Write subtopics starting
with a verb (behavioral)
3. Delete unnecessary skills
4. Sequence the objectives
1.
2.
3.
BENEFITS TO
TEACHERS
Focus/directi
on
Understandin
g (Retention)
Success
(Motivation)
1.
2.
3.
Organization
Focus/direction
Saves time/speeds learning
Increases
success rate
Maintains
challenge
Lowers
frustration
level
1.
Ensures that all essential
components of learning are
included
Facilitates relevant teacher
actions
Facilitates teaching to higher
levels of thinking
Provides for long range
planning
Do the student actions exactly match
the model and /or objective?
Am I using precise terminology?
Task Analysis of
Lesson SubObjectives
Breaking down the
objective into smaller
chunks/concepts or
incremental steps
and sequencing them
for learning
Have I left out any critical steps or
components?
Have I broken down the objective
into small enough steps or
components?
Are my sub-objectives measurable,
accurate, sequenced, and aligned
to the objective?
07/29/2010
2.
3.
2.
3.
4.
Add additional subobjectives needed for
accommodations for subgroups that would benefit
the whole class
Curriculum & Instruction Teacher Glossary
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GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Teaching One
Objective at a
Time
Meaning:
Understanding
DEFINITION
The ability of the
teacher to teach
content or skills
one sub-objective
at a time
The ability to help
students know
and comprehend
the information.
CLARIFYING QUESTIONS
Am I teaching clearly one subobjective at a time?
What can I do to make learning
comprehensible and accessible
to my students?
Will a graphic organizer clarify the
relationships of the content?
07/29/2010
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Steps:
1. Construct lesson
objectives.
2. Plan teacher
actions,
3. Plan student
actions
4. Plan check for
understanding of
each sub-skill
1.
Examples:
 Clear directions or
information
 Simple language or
aligned to language
proficiency level
 Examples
 Analogies
1.
2.
3.
4.
2.
3.
BENEFITS TO TEACHERS
Increases
success rate
Maintains
challenge
Lowers
frustration
level
Allows
opportunities
to make
adjustments
within the
lesson.
1.
2.
Fewer student miscues
Easier to check learning
Clarifies
learning
Speeds
learning
Increases
success
1.
2.
3.
Makes learning more accessible
Makes attributes or elements explicit
Speeds learning
Curriculum & Instruction Teacher Glossary
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GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Meaning:
Understanding –
Multisensory
DEFINITION
Engaging students
with more than
one sensory
experience with
the objective
ideally
simultaneously
CLARIFYING QUESTIONS
How can I increase the number of
pathways to the brain?
STEPS,
ATTRIBUTES,
OR EXAMPLES
Types:
 Visual (see)
 Auditory (hear)
 Kinesthetic
(manipulate)
 Olfactory (smell)
BENEFITS
TO
STUDENTS
1.
2.
3.
Examples:
 Graphic Organizers
 Manipulatives
 Anchor Charts
Meaning:
Building
Background
Knowledge/
Activating Prior
Knowledge (Set)
07/29/2010
A mental process
on the part of the
students which
allows the student
to link past
experience or
background
knowledge
directly to the
learning situation
How do I help students make
connections between what
they already know and what
will be presented to them?
Attributes:
 Activity to connect
to new learning
 Aligned to
objective
 Past Experience
1.
2.
3.
4.
BENEFITS TO TEACHERS
Reinforces
learning style
strengths
Strengthens
weak learning
styles
All students
benefit
1.
2.
Speeds learning
Saves time; less reteaching
Helps transfer
Increases
speed of
learning
Directs
students to
focus on
objective
Adds
meaning/relev
ance to the
lesson
1.
2.
3.
Connects new learning to old
Deepens discussion
Reduces confusion
Curriculum & Instruction Teacher Glossary
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GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Vocabulary
Meaning:
Valuing
07/29/2010
DEFINITION
CLARIFYING QUESTIONS
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
The key words or
phrases that are
critical to students
gaining
understanding or
mastery with the
content
What are the academic vocabulary
and/or key words the student
must know to be successful
with the lesson and
performance objective?
Types:
 Implicit – learned
through listening
and reading
 Explicit – directly
taught with
examples,
descriptions, and
non-linguistic
representations
1.
Speeds
learning
Increases
understanding
Reduces
frustration
Builds
background
knowledge
1.
2.
Clarifies concepts and ideas
Speeds learning
Knowing the
importance of
what is being
learned
How can I help my students to
value what is being learned or
realize its importance to their
lives?
Examples:
 Personal need
 Relate to past
experience
 Significant other to
testify to its
importance
 Teacher
enthusiasm
Answers the
question,
“Why/How is
this important
to me?”
1.
2.
Makes teaching purposeful
Increases student learning
2.
3.
4.
Answers the
question,
“How/When
am I going to
use the
information?”
Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
DEFINITION
Model
(procedural)
Show process one
step at a time with
clearly labeled
steps for the subobjective
Model
Model
(metacognitive)
Provide
metacognition of
process or
rationale for
decisions
/conclusions
while
demonstrating or
explaining the
sub-objective
with labels.
07/29/2010
CLARIFYING QUESTIONS
What do I need to show and tell the
students for each sub-objective
that will help students
accomplish the objective?
How can I make a complex
problem or product more
explicit by explaining and
showing what I am thinking?
STEPS,
ATTRIBUTES,
OR EXAMPLES
Attributes:
 Shows the correct
performance
 Labels what makes
the example
correct.
 Explains
metacognition for
higher level
thinking
BENEFITS
TO
STUDENTS
1.
2.
Speeds
learning
Increases
retention
BENEFITS TO TEACHERS
1.
2.
Curriculum & Instruction Teacher Glossary
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Saves time
Results in higher quality student
production and /or performance
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Constructing
Knowledge
Guided Practice
07/29/2010
DEFINITION
CLARIFYING QUESTIONS
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Conceptually
developing deep
student
understanding
through studentdirected inquiry
experiences and
scaffolding by the
teacher
Have I provided students
opportunities to explore the
concept before formal
instruction?
Attributes:
 Situated real-life
learning task
 Student-directed
inquiry
 Scaffolded
questioning
 Specific labeled
responses to
affirm accurate
learning
1.
Students
repeatedly
practice correctly
their new
knowledge or
skill under direct
teacher
supervision.
How will I provide opportunities
for students to practice
individual sub-objectives with
guidance?
How will I use formation of groups
to scaffold support of
students?
How will I provide opportunities
for students to practice the
entire lesson objective with
guidance?
Attributes:
 Aligned to
instruction
 Meaningful
amount
 Scaffolded support
- under teacher
supervision
2.
1.
2.
3.
Learning
transfers
more readily
Deeper
understanding
Eliminates
incorrect
learning
Cements the
learning
Provides
success
Curriculum & Instruction Teacher Glossary
11
BENEFITS TO TEACHERS
1.
2.
1.
2.
Makes learning connected to increase
transfer
Saves time
Provide opportunity to clarify
misconceptions
Allows teacher time to check learning
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Independent
Practice
Massed Practice
07/29/2010
DEFINITION
CLARIFYING QUESTIONS
Students have the
opportunity to
individually
practice the skill
or apply the
content after
demonstrating
correct
performance or
understanding for
the teacher
Do my students need additional
practice individually?
How do I differentiate the
practice?
Have I made sure that the tasks are
clearly aligned and do not
introduce anything new?
Providing
opportunities for
students to
engage in the
learning multiple
times within a
short period of
time
What skills or concepts have
students been learning that
still require additional practice
to insure automaticity or
understanding?
How can I build into my lessons
short bursts of practice back to
back for the same objective?
STEPS,
ATTRIBUTES,
OR EXAMPLES

Aligned to
instruction
 Meaningful
amount
 Independent without teacher
supervision.
 Can be homework
but should not
require the
assistance of others
Attributes:
1. Aligns to objective
2. Provides continued
practice of same
skill or concept
BENEFITS
TO
STUDENTS
1.
2.
3.
1.
2.
3.
Cements the
learning from
the lesson
Aids in longterm retention
Provides
success
Eliminates
incorrect
learning
Aids success
Aids retention
Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
1.
2.
1.
2.
Allows opportunity to check student
learning.
Instructional decisions easier
Increases accuracy
Builds mastery.
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
Distributed
Practice
07/29/2010
DEFINITION
Provides
additional
spiraling
opportunities
throughout the
year to practice
previously
learned content
CLARIFYING QUESTIONS
How can I use bell work to provide
my students with practice of
previously learned skills?
How can I take advantage of short
periods of remaining time to
provide additional practice?
(sponge activities as
distributed practice)
STEPS,
ATTRIBUTES,
OR EXAMPLES
Attributes:
1. Include for
previously
mastered content
2. Practice is spread
out and occurs
before and after
other new learning
BENEFITS
TO
STUDENTS
1.
2.
Increases
retention
Promotes
transfer of
learning
Curriculum & Instruction Teacher Glossary
13
BENEFITS TO TEACHERS
1.
2.
Reduces need to reteach
Saves time
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
DEFINITION
Check for
Understanding/
Informal
Assessment
The ability of the
teacher to elicit
and check
observable
behavior of the
each student and
to act on the
interpretation of
that behavior to
determine
1. if all or some
students need
more
instruction or
2. if students are
ready for
independent
practice or
3. if students are
ready for the
next subobjective.
07/29/2010
CLARIFYING QUESTIONS
What strategies will I use to
quickly check each student’s
success with the subobjective? (i.e. signaling,
response wheels, response
boards)
What will I do if some students are
not successful?
If the class is ready to move on to
the next sub-objective, how
will I intervene with those
who are not successful?
STEPS,
ATTRIBUTES,
OR EXAMPLES
Steps:
1. Elicit overt
behavior after each
sub-objective
2. Check the behavior
3. Interpret the
behavior
4. Determine whether
to reteach subobjective or move
on to next subobjective
BENEFITS
TO
STUDENTS




Catches errors
quickly
Facilitates
feedback
Evidence of
success
Avoids
repetition of
mistakes
Curriculum & Instruction Teacher Glossary
14
BENEFITS TO TEACHERS
1.
2.
Saves time
Provide information to teacher on
student learning.
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
DEFINITION
CLARIFYING QUESTIONS
Monitor and
Adjust/
The ability of the
teacher to elicit
and check
observable
behavior of the
each student and
to adjust the
instruction based
on task analysis
of the content or
the instructional
strategies.
If students are not successful, how
will I adjust my instruction to
ensure all are successful?
A mental process
that allows the
students to
summarize the
learning
experience.
How can I ask students to review
or clarify key points of the
lesson objective?
Closure
07/29/2010
Do I need to adjust the subobjectives of my content or
my instructional strategies.
What can I ask student to explain
or discuss that will help them
tie everything together
coherently? Tell/show me
what you learned.
STEPS,
ATTRIBUTES,
OR EXAMPLES
Steps:
1. Elicit overt
behavior
2. Check the behavior
3. Interpret
misconception or
breakdown in
learning
4. Reteach using sub
principles of
learning to adjust
strategies
5. Adjust the task
analysis of the
instructional
strategies
Attributes:
 Active
Participation
 Relevancy /
Alignment
 Summary by the
Student
BENEFITS
TO
STUDENTS
1.
2.
3.
1.
2.
3.
Facilitates
student
success
Avoids teacher
and student
frustration
Avoids
repetition of
mistakes
Evidence of
success/reduce
s frustration
Summarizes
and reinforces
learning
Aids transfer
of learning
Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
1.
2.
3.
4.
5.
Catches error quickly
Identifies who understands
Allows for grouping/individualization
Reduces review time
Ensures successful independent practice
Assists teacher in determining the next
step/the success of the lesson
GESD Glossary of Instructional Elements: FACILITATION
ELEMENTS
End of Lesson
Assessment
DEFINITION
An opportunity to
measure student
achievement of
the lesson
objective.
CLARIFYING QUESTIONS
Does my lesson assessment align
to my objective?
Have I challenged my students to
the highest cognition level
they are capable of?
STEPS,
ATTRIBUTES,
OR EXAMPLES
Attributes:
 Performance or
product
 Measurable for
both quantitative
and qualitative
criteria.
 Includes content
and process
BENEFITS
TO
STUDENTS
1.
2.
Students have
can measure
their own
success
Future
instruction is
more likely to
be at the
correct level of
difficulty
1
07/29/2010
Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
1.
2.
Provides opportunity to check mastery of
information or skill.
Grade information
GESD Glossary of Instructional Elements: ENVIRONMENT
1
ELEMENTS
MOTIVATION
Motivation:
Level of Concern
DEFINITION
A student’s intent
or desire to learn.
A state of
anticipation or
anxiety about
what is going to
happen next
CLARIFYING QUESTIONS
How can I motivate my students to
give their best efforts and
commit to learning?
What can I state to students that will
increase their concern about what
they must complete or learn?
How can I use time to help students
pace their efforts and increase their
focus?
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Listed from strongest to
weakest variable of
motivation:
 Level of Concern
 Success
 Knowledge of
Results
 Interest
 Feeling Tone
1.
Increases
participation
2.
Maximizes
achievement
Types:
 Accountability
 Time
 Proximity
1.Increases
participation
2.Maximizes
achievement
Where or by whom can I position
myself in the
classroom to increase student effort
and focus?
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Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
1.
2.
Makes class time more enjoyable
Minimizes discipline
1.
2.
Minimizes discipline problems
Increases time on task
GESD Glossary of Instructional Elements: ENVIRONMENT
ELEMENTS
Motivation:
Success
Motivation:
Knowledge of
Results
DEFINITION
The feeling of
making progress
toward an
achievable goal
Specific and
immediate
feedback to the
student
CLARIFYING QUESTIONS
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
How can I communicate the
progress the class is making to
encourage them to keep
trying?
How can I communicate the
success an individual student
is making on part of a problem
to inspire the student to
overcome an obstacle?
Examples:
 Faster
 More accurate
 Able to
demonstrate new
learning
1.
How can I respond to students so
that they can readily know
how well they are learning the
sub-objective?
Attributes:
 Immediate
 Specific
1.
2.
3.
2.
3.
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Minimizes
discipline
problems
Increases time
on task
Success breeds
success
Awareness of
the accuracy or
quality of
performance
or response
Positive
reinforcement
Leads to
increased
accuracy
Curriculum & Instruction Teacher Glossary
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BENEFITS TO TEACHERS
1.
2.
3.
Minimizes discipline problems
Increases time on task
Success breeds success
1. Reduces time needed for review.
2. Increases participation in lesson.
GESD Glossary of Instructional Elements: ENVIRONMENT
ELEMENTS
Motivation:
Interest
DEFINITION
Enthusiasm for a
lesson or task
CLARIFYING QUESTIONS
How can I connect the lesson
information or objective to topics
that are appealing to students?
How can I use student names to
generate enthusiasm about the
lesson content or objective?
Motivation:
Feeling Tone
The internal state
of the learner
toward the
learning
environment.
What unusual or sensory
experience (color, tactile, role
play or drama, pictures) would
increase enthusiasm for the
lesson objective or content?
How can I adjust the environment to
increase student comfort or
anxiety?
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS
TO
STUDENTS
Attributes:
1. Vividness
2. Novelty
3. Importance to
students
1.
Examples:
 Pleasant
 Unpleasant
 Neutral
1.
2.
2.
More
enjoyable
Increases
attentiveness
Increases
anxiety
Decreases
anxiety
1
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BENEFITS TO TEACHERS
1.
2.
3.
Minimizes discipline problems
Increases desire to learn
Increases student attentiveness
1.
2.
Increase acceptable student behavior
and response
Builds relationships
GESD Glossary of Instructional Elements: ENGAGEMENT
ELEMENTS
Active
Participation
DEFINITION
Consistent student
engagement
throughout the
lesson that
promotes learning
of the objective
by all the students
CLARIFYING QUESTIONS
What will I do to help students effectively
interact with new knowledge?
What will I do to ensure that students
mentally process the new
information?
How will formation of groups be used in
activities?
How will I generate student to student
learning conversations?
How will make sure participation is
mandatory and maintain individual
accountability?
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STEPS,
ATTRIBUTES,
OR EXAMPLES
Attributes:
 Mental processing
of information that
promotes learning
the objective
 Questions or
activities elicited
by the teacher that
require individual
accountability to
demonstrate
learning (wait time,
non-volunteers,
covert first, then
overt, show work)
 Student to student
or student to
teacher
 Most of the
students
 Most of the time
 Forms: overt
(observable
action)and covert
(mental thinking)
BENEFITS TO
STUDENTS
1.
2.
3.
Aids meaning
Increases time on
task
Increases speed of
learning
Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
1.
2.
3.
4.
Minimizes discipline
problems
Assists in monitoring and
adjusting
Decreases need for review
Increases success
GESD Glossary of Instructional Elements: ENGAGEMENT
ELEMENTS
DEFINITION
Structured
Interactive
Language
Development
Strategies the
teacher uses to
promote student
to student
communication
and development
of academic
language skills
CLARIFYING QUESTIONS
Am I ensuring that at least 50% of the
time students verbalize their thinking
with one another using academic
language?
Am I providing students with opportunities to
use specific vocabulary and language
structures?
Am I expecting students to apply higher
levels of language structures while
interacting?
Cognition
Level/Critical
Thinking
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One of four levels
of cognition
defined by
Marzano (2007)
Am I structuring ahead of time the
academic talk for students to use
during a lesson?
Am I designing objectives at higher
cognition levels?
Do my lesson objectives increase in
cognition level toward a culminating
activity that requires Analysis or
Knowledge Utilization?
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS TO
STUDENTS
Attributes:
 Students are
required to speak in
complete
sentences.
 Student to student
conversations at
least 50% of time
 Students justify
responses
 Students use
language structures
that correlate with
critical thinking
skills (Marzano)
1.
Attributes:
 Knowledge
Retrieval
 Comprehension
 Analysis
 Knowledge
Utilization
1.
2.
3.
4.
2.
Increase academic
language
proficiency.
Articulate thinking.
Clearly express
justification for
answers.
Develop higher
cognitive structures
of thought by using
higher levels of
language structures
Develops students’
cognitive ability and
experiences.
Builds deeper
understanding of
content.
Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
1.
2.
1.
2.
3.
Increase learning through
articulation and process
Builds vocabulary
Increase student critical
thinking
Deepens meaning
Develop flexibility of
thought
GESD Glossary of Instructional Elements: ENGAGEMENT
ELEMENTS
DEFINITION
Formation of
Groups
Using whole or
flexible small
groups to
introduce or
practice concepts
with accessible
material.
Using data to
determine the
specific needs &
grouping students
to provide
instruction at the
correct level of
difficulty.
CLARIFYING QUESTIONS
Do most of the students in the group need
these skills or concepts?
What do I need to do to make the information
or text accessible for all?
What does data tell me about the specific
needs of students?
Which students can be placed in groups for
specific skill development?
STEPS,
ATTRIBUTES,
OR EXAMPLES
BENEFITS TO
STUDENTS
Attributes:
 Whole group
instruction to move
the majority of the
students forward.
 Small, flexible
groups meet
individual needs
for reteaching,
application, or
enrichment &
acceleration
1.
2.
Continuous progress
for all students.
Adjustment for
individual needs.
Do I need to change the groups to better meet
students’ needs on a new concept?
2
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Curriculum & Instruction Teacher Glossary
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BENEFITS TO
TEACHERS
1.
2.
3.
Provides success for all
Increases desire to learn
Reduces discipline and time
off task