Instructional Rigor 
Phase 2

"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  

Beginning/ Developing

• The teacher almost always or always has one learning objective posted for the whole class.
• The LO is the same for all students.  
• If the LO is differentiated, differentiation may sometimes be aligned  to student needs or goals, as demonstrated by data. I.e., differentiation is not purposeful.
• Students can articulate the LO and why it's important.

Practicing/ Achieving

• The teacher may have several different learning objectives posted to meet various student needs and goals. E.g., each station/group of students may be assigned a different learning objective
  
• ​Alternately, the whole class may be addressing the same learning objective, but groups of students may be engaging with the LO at different levels of rigor. E.g., groups of students may be assigned a different text aligned to their Lexile level to master a common LO about theme.
  
• Differentiation of LOs is purposeful and reflects student data. Depending on the needs of the class, multiple LOs may not always be appropriate.
  
• Students can articulate the LO, why it's important, and how it's aligned to their individual needs and goals.

Questions to Guide Observation 

• Is one or more LO evident in the classroom (either on the wall, at a station, or on a virtual platform)? If so, is the LO differentiated to address various student needs and goals?
• ​Can students define the LO in their own words, describe why it’s important, and identify how it’s aligned to their individual needs and goals?
  
• What trends do you notice over time when observing?

Resources

• Using a Learning Target Throughout a Lesson, demonstrates purposeful integration of a learning objective ("learning target") throughout a kindergarten lesson (Video from EL Education)
• Students Unpack a Learning Target and Discuss Academic Vocabulary, example of how a 6th grade class dissects an LO for understanding before beginning a lesson (Video from EL Education)
• Learning Objectives: The Heart of Every Lesson, includes explicit instructions on how to craft a strong LO; distinguishes between a goal and an LO (Article: Effective Teaching by Harry & Rosemary Wong)
  
• Structure Learning with Essential Questions, describes another way to consider anchoring your lessons, personal learning paths, etc.  (Video from Teaching Channel)
  
• SWBAT: Communicating Learning Goals, quick video clip demonstrating how a teacher uses SWBAT in her classroom (which could also be applied to small groups) (Video from Teaching Channel)
• Introduction to Differentiation: In this video, Dr. Carol Tomlinson will continue with her presentation on classroom examples of differentiation.  She will show how differentiated instruction and understanding by design can work together to provide the structure, tools, and guidance for developing effective instruction and assessment.

Differentiated Learning Objectives, Coaching Tool
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Differentiated Learning Objectives, Coaching Tool
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