Silver Strong Self Assessment Rubric
Silver Strong Self Assessment Rubric
How do you organize your How do you establish your How do you build deep and
classroom to enhance learning and purpose, activate students’ meaningful relationships with your
establish rules and procedures prior knowledge, and prepare students and among students?
that clarify expectations? them for learning?
How do you develop a classroom How do students demonstrate How do you motivate students
culture that promotes serious their learning and what kinds of to do their best work and inspire
learning and sophisticated evidence do you collect to assess the love of learning?
forms of thinking? their progress?
References 31
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Overview
This framework provides teachers and administrators with a comprehensive system for assessing,
discussing, and refining classroom practice. It synthesizes the insights from a wide body of research on
instructional design and teacher-effectiveness models. It is ideal for use as a self-assessment tool by
teachers and as a supervision/observation tool by administrators.
The ultimate goal of this framework is to create a common language for talking about what constitutes
high-quality teaching and how classroom practice can be improved. This framework allows for
assessment according to nine dimensions of teaching and outlines a set of specific and observable
teaching behaviors within each dimension. Each behavior can be assessed quantitatively using the
rating scale that precedes each series of questions.
In addition, this framework provides room for comments and notes within each dimension, allowing
for deeper and more nuanced assessments.
Component One: Instructional Design and Delivery – At the heart of this framework is a
“knowledge construction” model synthesizing the best research on instructional design, including
• Madeline Hunter’s classic “Elements of Lesson Design” (1984).
• Grant Wiggins and Jay McTighe’s Understanding by Design (2005).
• Robert Marzano’s The Art and Science of Teaching (2007).
• A wide body of research into how schools can prepare students for 21st-century careers,
global citizenship, and the demands of the “knowledge-based” economy.
Preparing Students
for New Learning
(Knowledge Anticipation)
Applying Learning
(Knowledge Application)
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Component Two: The Four Cornerstones of Effective Teaching – Around the framework are four
foundational elements that support teaching and learning, adapted from the pre-eminent teacher-
effectiveness models, including
• Charlotte Danielson’s Enhancing Professional Practice (2007).
• Robert Marzano’s The Art and Science of Teaching (2007).
• Robert Marzano, Tony Frontier, and David Livingston’s Effective Supervision: Supporting
the Art and Science of Teaching (2011).
• Jon Saphier, Mary Ann Haley-Speca, and Robert Gower’s The Skillful Teacher (2008).
• Pamela Tucker and James Stronge’s Linking Teacher Evaluation and Student
Learning (2005).
Components One and Two Combine to Create a Complete Framework with Nine Dimensions
Preparing Students
Organization, Rules, and for New Learning Positive Relationships
Procedures (Knowledge Anticipation)
Applying Learning
A Culture of Thinking (Knowledge Application) Engagement and
and Learning Enjoyment
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Cornerstone
DIMENSION ONE: ORGANIZATION, RULES, AND PROCEDURES
Overview
Our first cornerstone of effective teaching has to do with the rules, procedures, classroom policies, and
organizational decisions that underlie effective classroom management. Obviously, such elements of
classroom management are highlighted extensively in all the major research on teacher effectiveness
including Robert Marzano’s The Art and Science of Teaching (2007) and What Works in Schools (2003),
Charlotte Danielson’s Enhancing Professional Practice (2007), and Jon Saphier, Mary Ann Haley-Speca,
and Robert Gower’s The Skillful Teacher (2008).
Using these models to guide our thinking, we developed self-assessment questions to help you think
about the organization, rules, and procedures in your classroom.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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1.3 Establishing a manageable set of classroom rules and procedures and communicating with students
about them regularly (e.g., posting them, modeling them, explaining the rationale behind them,
discussing their applications in the classroom, and refining them as needed)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
1.4 Providing clear directions for classroom tasks using a variety of modalities (e.g., verbal, visual, physical
demonstration) and checking to make sure students understand their roles and responsibilities?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
1.5 Developing an effective plan for managing student behavior that includes positive consequences,
negative consequences, and an appropriate level of home involvement?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
1.6 Managing non-instructional duties (e.g., taking attendance, distributing materials and take-home
notices, lunch counts) with minimal disruption to classroom learning?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
1.7 Working effectively with other adults in the classroom (e.g., co-teachers, paraprofessionals, aides,
student teachers)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Show respect for each other and
the classroom.
Have access to necessary supplies
and resources.
Understand classroom rules and
procedures and follow them.
Make good use of their time.
Know what to do (self-directed).
Take responsibility for their
own learning.
Have a positive attitude.
Use conflict-resolution techniques when there is a disagreement.
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Cornerstone
DIMENSION TWO: POSITIVE RELATIONSHIPS
Overview
Positive relationships are the heart of successful teaching and learning, whether those relationships
are defined in terms of “respect and rapport” (Danielson, 2007), “effective relationships” (Marzano,
2007), or “personal relationship building” (Saphier, Haley-Speca, & Gower, 2008). In designing the self-
assessment questions for this—the most personal of all the cornerstones—we synthesized the major
research on classroom relationships while adding a dash of our own work in helping schools
differentiate instruction and assessment. Why differentiation here? Well, by allowing all students to
experience success through differentiation, we lay the groundwork for positive interaction throughout
the classroom.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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2.2 Getting to know your students and incorporating their interests, aspirations, and backgrounds into the
curriculum?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
2.3 Differentiating instruction and assessment so students of all styles and ability levels can experience the
joys of success?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
2.4 Building a classroom community that insists on respect and mutual support for each student’s learning
and provides opportunities for students to become familiar with each other?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
2.5 Designing learning experiences that call for high levels of collaboration, discussion, and interaction
among students?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
2.6 Maintaining an open and appropriate level of communication with students and the home?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Are respectful of each other and
the teacher.
Collaborate with each other.
Participate in whole-class and
small-group discussions.
Feel that “We’re all in this together.”
Display empathy.
Share their feelings.
Resolve conflicts.
Have a voice.
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Cornerstone
DIMENSION THREE: ENGAGEMENT AND ENJOYMENT
Overview
For this cornerstone of effective teaching, we draw on four current lines of research:
• Robert Marzano’s (2007) meta-analytic research into the factors affecting student engagement;
• Robert Marzano and Debra Pickering’s (2010) research into what makes classrooms engaging;
• Charlotte Danielson’s (2007) framework for engaging students in learning; and
• Our own research investigating the core motivational drives that influence students’ level of
commitment in the classroom (Silver & Perini, 2010b).
From this body of research, we extracted key principles and identified a set of questions for teacher
self-assessment.
However, if we have one quibble with the major literature on teacher effectiveness, it’s that words like
“joy” and “pleasure” are so hard to find. Perhaps this is a symptom of a bottom-line mentality that can
make it all too easy to forget that few things will snuff out learning as well as a joyless classroom. And
so we deliberately set out to expand the meaning of classroom engagement by including self-
assessment questions about things like inspiring passion for learning and the capacity of the classroom
to surprise and delight students.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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3.2 Using key “motivational levers” like controversy, choice, and competition to increase students’
commitment to learning?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
3.3 Employing a wide variety of tools and strategies to keep your teaching fresh and keep your students
excited and on-task?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
3.4 Communicating and maintaining a passion for teaching, learning, and quality work throughout your
lessons and units?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
3.5 Tapping into the power of “selfhood”: encouraging students to pursue their own interests, make their
own choices, develop their own perspectives, and express their values and dreams?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
3.6 Creating a classroom environment that has the capacity to surprise and delight (e.g., through
enthusiasm, humor, novelty, color, movement)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Are energetic and enthusiastic.
Display effort.
Enjoy themselves in the classroom.
Express their own interests, ideas,
and insights.
Are on-task and motivated.
Stretch their minds with different
forms of thinking.
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Cornerstone
DIMENSION FOUR: A CULTURE OF THINKING AND LEARNING
Overview
In Enhancing Professional Practice, Charlotte Danielson (2007) explains the importance of classroom
culture.
Classrooms without a culture for learning are characterized by an atmosphere where no one—
teacher or students—cares about the content to be learned… On the other hand, classrooms
with a culture for learning are cognitively busy places. Students have clearly accepted the notion
that important outcomes can be achieved only by hard work, and they invest energy in their
activities and assignments, persevering to overcome temporary setbacks. (p. 67)
This cornerstone rests solidly on Danielson’s work in defining the criteria by which a culture of learning
should be evaluated. But also notice the insertion of the word “thinking” into this cornerstone’s title—
A Culture of Thinking and Learning. Placing a more significant emphasis on thinking led us to draw on a
number of other research bases as we developed this set of self-assessment questions, including
• Art Costa and Bena Kallick’s (2008, 2009) Habits of Mind framework for increasing the power of
student thinking;
• Richard Strong, Harvey Silver, and Matthew Perini’s (2001) work on increasing the level of rigor
in classrooms; and
• Research demonstrating the value of teaching students how to use classroom strategies as
thinking and learning tools (Brown, Pressley, Van Meter, & Schuder, 1996).
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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4.1 Challenging students’ minds with rigorous texts and content and equipping them with the skills they
need to handle rigorous content?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.2 Engaging students in higher-order thinking challenges (e.g., inquiry, investigation, problem-based
learning, action research projects)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.3 Encouraging and challenging students to support their written and spoken ideas with evidence?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.4 Probing, extending, and clarifying student responses using effective questioning techniques?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.6 Requiring students to use critical academic vocabulary in their speaking and writing?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.7 Using technology as a tool for fostering critical thinking, creative expression, and problem solving?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
4.8 Teaching students how to use strategies on their own, as tools and frameworks for thinking and learning
(e.g., moving from using Compare & Contrast to teaching students how to conduct their own
comparative analyses)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Use different forms of critical thinking.
Show curiosity.
Use thinking and learning strategies.
Support their thinking with evidence.
Use academic vocabulary.
Ask meaningful questions.
Challenge themselves.
Apply technology in meaningful ways.
Exhibit habits of mind to work through
problems.
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Instructional Design
DIMENSION FIVE: PREPARING STUDENTS FOR NEW LEARNING
(Knowledge Anticipation)
Overview
The first thing students need to do to build their knowledge is to get ready for it. Thus, knowledge
anticipation typically marks the beginning of the unit and “primes the engine” for serious learning.
Knowledge anticipation experiences help students call up what they already know about the topic of
the unit and connect that background knowledge to the content to come. Knowledge anticipation is
also a time to introduce the essential questions that will drive the unit, explain expectations, describe
the products and tasks that students will be asked to create, help students pre-assess their skills and
understanding, and encourage students to identify their personal interests related to the content.
Source: From Classroom Curriculum Design: How Strategic Units Improve Instruction and Engage Students in Meaningful Learning (p. 80), by H. F. Silver &
M. J. Perini, 2010a, Ho-Ho-Kus, NJ: Thoughtful Education Press. © 2010 Thoughtful Education Press.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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5.2 “Unpacking” standards and turning them into clear learning goals and targets?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.3 Using essential questions to guide learning and promote deep thinking?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.4 Beginning lessons and units with engaging “hooks”—thought-provoking activities or questions that
capture student interest and activate their prior knowledge?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.5 Assessing students’ background knowledge, skill levels, and interests relative to learning goals and
targets?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.6 Introducing students to the key vocabulary terms they will need to know and understand to successfully
learn the content?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.7 Helping students develop insights into the products they’ll be creating, performances they’ll be
delivering, and/or tasks they’ll be completing to demonstrate what they’ve learned (e.g., providing
models of high-quality work, rubrics, checklists, etc.)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
5.8 Encouraging students to establish personal learning goals and plans for achieving them?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Understand/restate learning goals in
Their own words.
Ask questions about learning goals.
Know what they have to produce and
what’s expected of them.
Assess own knowledge of vocabulary.
Call up their prior knowledge.
Generate questions about content or
personal goals.
Understand the plan for learning.
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Instructional Design
DIMENSION SIX: PRESENTING NEW LEARNING
(Knowledge Acquisition)
Overview
Knowledge needs to come from somewhere, whether that somewhere is a text, article, film,
lecture, lab, demonstration, interview, Internet research, or as is most likely, a combination of sources.
But knowledge acquisition requires more than raw information; it requires tools and strategies for
accessing, collecting, organizing, and comprehending new information. As unit designers, we need to
ask ourselves not only “Where will the information come from?” but also “What kinds of notemaking
tools, visual organizers, and inquiry techniques will my students use to make sense of this new
information?”
Source: From Classroom Curriculum Design: How Strategic Units Improve Instruction and Engage Students in Meaningful Learning (p. 80), by H. F. Silver &
M. J. Perini, 2010a, Ho-Ho-Kus, NJ: Thoughtful Education Press. © 2010 Thoughtful Education Press.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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6.2 Incorporating multiple sources of information, including multimedia resources, into lessons to help
students acquire new knowledge?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.3 Demonstrating high-quality communication skills (e.g., expressive language, rich vocabulary,
proper use)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.4 Using a variety of presentation techniques (e.g., visuals, drama, stories, use of imagery, etc.) to make
lessons vivid and memorable? (presenting declarative information)
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.5 Using modeling and think-alouds to help students understand the thinking skills, processes, and
procedures they’ll need to master? (presenting procedural information)
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.6 Using a variety of questions and response techniques (e.g., signaling, surveying, whiteboard-response
systems, Think-Pair-Share, provisional writing) to check for understanding in real time?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.7 Making use of outside resources (e.g., field trips, guest speakers from community, interactive
technology) to make learning authentic?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
6.8 Helping students assemble big ideas and important details through notemaking, summarizing, graphic
organizers, and/or other forms of linguistic and nonlinguistic representation?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Actively process new content (e.g.,
notes, questions, provisional writing).
Are able to identify big ideas and
important details.
Communicate about their learning.
Can answer questions about their learning.
Raise their own questions.
Can summarize what they’ve learned.
Make connections to real world.
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Instructional Design
DIMENSION SEVEN: DEEPENING LEARNING
(Practicing and Processing New Knowledge)
Overview
This phase of knowledge construction has two distinct parts, but each serves the same purpose of
deepening students’ knowledge. Let’s start with practice. Practice pertains to the procedural side of
knowledge—to the skills and procedures that we expect students to master during our unit. Often,
teachers will use modeling and coaching sessions to help students develop a solid skill base, then use
guided practice sessions and feedback to foster independence in applying these skills.
The other half, or part, in this phase of knowledge construction relates to processing declarative
knowledge. Declarative knowledge is information. During the knowledge acquisition phase, students
collect and make sense of information. Now they need to make meaning of it, to turn it into knowledge
that they own and are ready to apply. This goal of moving students from superficial to deep
understanding can be accomplished through discussion and debate, questioning techniques, analytical
strategies such as Compare & Contrast, and creative thinking strategies like Metaphorical Expression,
among others.
Source: From Classroom Curriculum Design: How Strategic Units Improve Instruction and Engage Students in Meaningful Learning (p. 81), by H. F. Silver &
M. J. Perini, 2010a, Ho-Ho-Kus, NJ: Thoughtful Education Press. © 2010 Thoughtful Education Press.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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7.2 Engaging students in regular content-based writing that helps them clarify their thinking and deepen
their understanding?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.3 Building in periodic review and guided practice opportunities to help students master key skills and
content?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.4 Providing clear and descriptive feedback to help students refine their use of key skills and/or deepen
their comprehension?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.5 Using heterogeneous and homogeneous groups to maximize student learning (e.g., grouping students
according to ability levels, interests, learning styles, etc.)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.6 Providing a wide variety of resources (e.g., manipulatives, models, learning centers, multimedia) to
enhance practice and learning?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.7 Providing students opportunities to process new knowledge deeply through questions, discussion, and
critical thinking activities?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
7.8 Assigning purposeful and grade-appropriate homework for students to practice and reinforce learning?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Are able to distinguish between what they know,
don’t know, and what they need to work on.
Practice and rehearse.
Use writing and thinking strategies.
Display effort.
Coach each other.
Use feedback (what they see, hear) to assess and modify their performance.
Think critically—synthesize and discuss ideas, give explanations, make new hypotheses.
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Instructional Design
DIMENSION EIGHT: APPLYING LEARNING
(Knowledge Application)
Overview
Once students have acquired, practiced, and processed new knowledge, they need to put it to use by
creating a product that demonstrates what they’ve learned. It should come as no surprise then, that the
knowledge application phase is when summative assessment takes place. Two important, and sometimes
forgotten, elements of knowledge application are self-assessment and planning. In planning their products,
students need to ask themselves questions like: “What do I need to know? What do I need to be able to do?
What does success look like and how will I achieve it?” Students’ self-assessment and planning skills are greatly
enhanced when students have the opportunity to see examples of first-rate products and when the teacher
models the process of creating them.
Source: From Classroom Curriculum Design: How Strategic Units Improve Instruction and Engage Students in Meaningful Learning (p. 81), by H. F. Silver &
M. J. Perini, 2010a, Ho-Ho-Kus, NJ: Thoughtful Education Press. © 2010 Thoughtful Education Press.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
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8.2 Designing culminating assessments that require students to transfer their learning in meaningful ways?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.3 Designing tasks around the kinds of writing required for college and career readiness (argument,
informative/explanatory, narrative)?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.4 Engaging students in research projects that capture student interest and have relevance in the world
beyond the classroom?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.5 Challenging students to present their findings and defend their ideas?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.6 Equipping students with the planning, thinking, and self-assessment skills they need to analyze and
address task demands?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.7 Making sure students understand what’s expected of them (e.g., examining rubrics, checklists, models of
exemplary work, etc.) and providing feedback as they work?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
8.8 Differentiating assessment tasks so that students can show what they know in different ways?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Plan out their work.
Analyze and revise their own work to
improve its quality.
Incorporate feedback into their revisions.
Use rubrics and checklists.
Develop meaningful products.
Present and explain their work.
Take pride in their work.
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Instructional Design
DIMENSION NINE: HELPING STUDENTS REFLECT ON AND CELEBRATE LEARNING
(Reflecting on New Knowledge)
Overview
Deep learning requires both intimacy and distance. The previous four phases are all about intimacy. They bring
students closer and closer to what they’re learning as they acquire, practice, process, and apply that learning.
Reflection, on the other hand, encourages students to step back from the profusion of details, concepts,
procedures, skills, and tasks to take a long view of their learning. By allowing students to survey their learning
from a broader vantage point, we give them the opportunity to form generalizations, make personal
connections, and ask their own questions about what they have learned. There are many tools and activities you
can use to reap the benefits of reflection, including What? So What? Now What? (What did you learn? What
does it mean to you? What will you do with this learning?), Reflective Writing Prompts, and Four-Style
Reflection.
Source: From Classroom Curriculum Design: How Strategic Units Improve Instruction and Engage Students in Meaningful Learning (p. 81), by H. F. Silver &
M. J. Perini, 2010a, Ho-Ho-Kus, NJ: Thoughtful Education Press. © 2010 Thoughtful Education Press.
Use the following 1-4 rating scale to respond to each of the questions on the next page.
1 Novice – I do not do this in my classroom, or my use of the practice is not having positive effects on
student learning.
2 Developing – I do this in my classroom, but only notice positive effects on student learning
sometimes.
3 Proficient – I do this well and notice consistent positive effects on student learning.
4 Expert – I see this as a strength of mine: I can adapt it to fit my students’ needs and notice
consistent and significant positive results in student achievement.
NA Not Applicable – This does not apply to my work in school.
THE THOUGHTFUL CLASSROOM TEACHER EFFECTIVENESS FRAMEWORK |© 2011 Silver Strong & Associates | www.ThoughtfulClassroom.com 27
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TCTEF| TEACHER SELF-ASSESSMENT GUIDE | PROPRIETARY
9.2 Providing students with opportunities to look back on the content so they can make generalizations,
develop new insights, and/or formulate questions?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
9.3 Helping students reflect on their own learning process to identify what they did well and where they’d
like to improve?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
9.5 Helping students review learning goals and targets, assess their level of achievement, and “close the
gap” when goals are unmet?
Novice (1) Developing (2) Proficient (3) Expert (4) NA
Remember: The ultimate result of quality teaching is quality learning. Look for these student behaviors, which are some
of the sure signs of teacher effectiveness.
Students… NOTES
Take a step back to see the big picture.
Ask questions.
Talk about their own learning process.
Talk about the content.
Make meaningful connections
and generalizations.
Look back at their learning goals
to assess their effort and achievement.
Set new goals for themselves.
Compare their performance with
Previous performances.
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Commitment to Professionalism
Signs of commitment include… Notes
10.8 Maintaining a high level of professionalism
at all times.
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PROPRIETARY: No part of this work may be reproduced or transmitted in any form or by any means without permission from Silver Strong & Associates.