CW Magazine-Winter Edition November 2014 | страница 50

Direct Instruction
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential component: Commitment to the success of all students and to improving the
quality of instruction.
Direct Instruction

Essential Function

Exemplary Proficiency
Ideal Implementation

Close to Proficient
Proficient

(Skill is emerging, but
not yet to ideal
proficiency. Coaching
is recommended.)

Learning
Intention

Evidence of clear learning intentions—
Teachers and students know what the
students should be able to Know, Do, and
Understand because of the teaching.
Evidence is observed in classrooms and in
written lesson plans.

Evidence of clear learning intentions—
Teachers and students know what the
students should be able to Know, Do and
Understand because of the teaching.
Evidence is observed in classrooms but not
in written lesson plans.

Teachers can
explain what the
students should
Know, Do &
Understand, but
students do not.

Success
Criteria

The teacher and students can explain the
scoring criteria prior to instruction and they
know when students will be held
accountable. Evidence is observed in
classrooms and in written lesson plans.

The teacher and students can explain the
scoring criteria prior to instruction and
they know when students will be held
accountable. Evidence is observed in
classrooms but not in written lesson plans.

The teacher (not the
students) knows
what criteria will be
expected for
success and when
students will be
held accountable.

3

Hook

Evidence of grabbing students’ attention (the
“hook”) to put students in a receptive frame
of mind. Hook is tied to learning intention.
Evidence observed in classroom and in
written lesson plans.

Evidence of grabbing students’ attention
(the “hook”) to put students in a receptive
frame of mind. Hook is tied to learning
intention. Evidence observed in classroom
but not in written lesson plans.

Hook does not put
the students in a
receptive
frame of mind.
Hook is not tied to
learning intention.

4

Lesson
Presentation

Evidence of input, modeling, and checking
for understanding. Evidence observed in
classrooms and in written lesson plans.

Evidence of input, modeling, and checking
for understanding. Evidence observed in
classrooms but not in written lesson plans.

Input with modeling
or checking for
understanding but
only one is present.

Guided
Practice

Opportunity for student to demonstrate his/
her understanding of new learning under
supervision of teacher. Feedback guides
student progress. Evidence is observed in
classroom and in written lesson plans.

Closure

Actions or statements that bring the lesson to
an appropriate conclusion. Reviewing and
clarifying key points of the lesson. Evidence
is observed in classroom and in written lesson
plans.

Opportunity for student to demonstrate
his/her understanding of new learning
under supervision of teacher. Feedback
guides student progress. Evidence is
observed in classroom but not in written
lesson plans.
Actions or statements that bring the lesson
to an appropriate conclusion. Reviewing
and clarifying key points of the lesson.
Evidence is observed in classroom but not
in written lesson plans.

Independent
Practice

Provide reinforcement practice on a
repeating schedule.
Evidence of students generalizing new
learning in multiple contexts. Evidence is
observed and in written lesson plans.

Provide reinforcement practice at the end
of the unit.
Evidence of students generalizing new
learning in multiple contexts. Evidence is
observed but not in written lesson plans.

1

2

5

6

7

*Evidence: Fidelity Checklist, Student Data

Students have time
for guided
practice; however,
feedback is not
evident.
Learning targets
are restated, but
not clarified.
Repeated
independent
practice without
mastery or transfer
is evident.