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Instructional Rigor
Phase 3 

Picture
"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
  • Most or all students complete the same series of activities/instructional experiences to master an academic learning objective. I.e., students are uniformly doing the same thing OR​​
  • ​Based on their needs, some students complete a differentiated series of activities/instructional experiences to master an academic learning objective. I.e., students engage in pathways that have been uniquely tailored for them.​​
  • ​Pathways may be customized at the individual student level and/or group level. E.g., a group of students needing remediation on one-variable equations may have a mini-lesson with their teacher.
Practicing/ Achieving
  • Based on their needs, most or all students complete a differentiated series of activities/instructional experiences to master academic and non-academic objectives.
  • ​Customized pathways are equally as important for noncognitive skill development and social-emotional learning as academic content. I.e., teachers customize experiences so that students have an opportunity to master non-academic objectives in a way that works best for them.
  • Students build noncognitive skills through the lens of academic content. E.g., first grade students practice empathy through interviews with one another to understand the beliefs, customs, languages and traditions of other communities.
  • Pathways may be customized at the individual student level and/or group level.​
  • Pathways adapt in real-time as a student progresses. I.e., a pathway can change based on how the student is doing on objectives of the pathway.​
Questions to Guide Observation 
  • Are all students doing the same activities at the same time, or are students working on different activities at the same time?
  • Are activities customized to reflect individual or group needs? Do you notice that tasks have been purposefully scaffolded, modified, extended, etc. to meet different student needs?
  • Do students have opportunities to grow their non-cognitive and social-emotional skills? If so, are those opportunities embedded in content or taught separately?
Resources
  • The Perks of Personalized Pathways and Playlists, a Getting Smart blog post that includes resources on how to build and assign playlists to students.
  • Targeted Intervention, a BetterLesson strategy that shows how a teacher intervenes in real-time with a student upon seeing a misconception.
  • Schoology is a Learning Management System (LMS) that teachers can use to build and assign playlists to their students; teachers can create instructor accounts for free and can access playlists that have been designed and shared by their colleagues nationwide.
  • Google Classroom is another digital platform that teachers can use to build and assign playlists.
  • Summit Public Schools’ Personalized Learning Platform is now available (and free!) to teachers nationwide and includes content-based playlists and aligned projects for grades 6-12.
Personalized Learning Pathways, Coaching Tool
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2022-2023 Fellows
      • 2021-2022 Fellows
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • Innovation Showcase
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Road Trip 2023
  • The Lighthouse