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Enhanced Developmental Scale E4

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15 views3 pages

Enhanced Developmental Scale E4

Uploaded by

kennydalisayperia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Lesson Segment: Involving Routine Events

Design Question: #6 – Establishing Rules and Procedures

Element 4:
Establishing Classroom Routines

A teacher’s growth in using instructional strategies can be tracked along the developmental
scale. Coaching and growth needs vary for each developmental category on this scale. A
teacher at the “beginning” level on the development scale has very different needs than a
teacher at the “applying” level. Therefore, in order to track a teacher’s growth in using this
strategy, it is important to begin by pinpointing his/her current level of use.

Monitoring for the desired effect of a strategy is a critical component addressed in the
developmental scale. Monitoring is the teacher act of checking evidence for desired student
learning of critical content during instruction, which includes student action and teacher
witnessing of that action.

For this element, the teacher establishes expectations regarding rules and procedures that
facilitate students working individually, in groups, and as a whole class.

The desired effect of this element states that students know and follow the rules and
procedures.

Developmental Scale
Beginning Developing Applying Innovating
Uses strategy Establishes Establishes Adapts and creates
incorrectly or with expectations expectations new strategies for
parts missing. regarding rules and regarding rules and unique student needs
procedures, but the procedures and and situations in order
majority of students monitors for evidence for the desired effect
are either not of the extent to which to be evident in all
monitored for or not the majority of students.
displaying the desired students understand
effect of the strategy. rules and procedures.

© 2016 Learning Sciences International. Page 1 of 3


The following scale has been enhanced to demonstrate common mistakes, examples and non-
examples, along with ideas for scaffolding and extended learning.

BEGINNING – Uses strategy incorrectly or with parts missing.


Some common mistakes include:
• The teacher has too many or too few rules and/or procedures making consistent
classroom routines impossible.
• The teacher rules/procedures are unclear or not referenced.
• The teacher has rules, but does not establish procedures.
• The teacher does not have specific rules/procedures for different types of activities
(e.g. group work vs. silent reading).
• The rules/procedures do not help the class maintain an orderly learning environment.

DEVELOPING – Establishes expectations regarding rules and procedures, but the majority
of students are either not monitored for or not displaying the desired effect of the strategy.
Some examples of typical, correct use of the strategy include:
• The teacher develops and practices with students procedures for routine activities
such as entering the classroom, getting materials, handing in papers, ending class,
etc.
• The teacher posts rules in relevant locations.
• The teacher incorporates students’ suggestions into rules and procedures.
• The teacher reviews expectations regarding rules and procedures to ensure effective
execution.
• The teacher uses gestures or symbols to communicate basic messages in the
classroom.
• The teacher cues students to use the established rules (e.g. raise your hands, we’re
using our inside voices).

© 2016 Learning Sciences International. Page 2 of 3


APPLYING – Establishes expectations regarding rules and procedures and monitors for
evidence of the extent to which the majority of students understand rules and procedures.
At this point in development, the teacher uses the strategy with increased accuracy and
fluency while staying focused on student outcome, or desired effect. At the “applying” level,
the teacher must provide opportunity for students to demonstrate that the strategy is having
the desired effect – in this case, students know and follow the rules and procedures.
Planning for the implementation of this strategy allows the teacher to identify how he/she will
monitor for the desired effect. Some examples of monitoring may include:
• The teacher looks at pictures that students draw depicting classroom routines.
• The teacher listens and asks students to explain what an orderly classroom looks
and sounds like.
• The teacher asks students to restate rules as partner/table talk.
• The teacher provides scenarios and asks students which procedure would be most
appropriate.
• The teacher scans the room when a symbol or gesture is used to communicate the
rule or procedure to ensure cue is interpreted correctly.

INNOVATING – Adapts and creates new strategies for unique student needs and
situations in order for the desired effect to be evident in all students. In order to do this, the
teacher scaffolds, extends, and/or creates a macrostrategy as necessary. As a result of
this, ALL students know and follow the rules and procedures.
Examples of providing unique support to meet the individual needs of all students include:
• The teacher uses dramatic enactments during presentations of rules and
procedures, such as a video clip demonstrating situations where rules and
procedures helped.
• The teacher helps students develop their own unique signals and cues to remind
them of what they need to do.
• The teacher provides cues to remind students of individualized rules and procedures.
• The teacher tells personal stories about specific rules and procedures or character
traits before asking students to illustrate them.

Examples of extension include:


• The teacher asks students to classify rules and procedures and explain their
groupings.
• The teacher asks students to role-play scenarios using appropriate procedures.
• The teacher asks students to track their adherence to rules and procedures and
identify any helpful or disruptive patterns of behavior.
• The teacher asks students to explain the rationale for rules.

© 2016 Learning Sciences International. Page 3 of 3

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