By
Bob Small, CDL Vice President,
with Alice Thomas
As
teachers approach the new school year, it is often helpful to
perform a quick self-assessment of strengths and weaknesses, and
then set goals for improvement. At CDL
we strive to create learner-centered classrooms that are buzzing
with meaningful activity, genuine engagement and enthusiasm, and
successful learning.
We promote teaching strategies based on current brain research
and best practices that result in increased student achievement
for every student. The following checklist, therefore, has been
composed with
learner-centered classrooms, current brain research and best practices
in mind.
While
the checklist is primarily designed for teachers, it may also
be useful for parents and principals who want to see if a classroom
exhibits best practices and learner-centered, relevant, and flexible
yet focused learning.
The
checklist is not meant to be exhaustive, but rather as a place
to begin.
Directions:
Step 1: Place a check in all boxes next to the
practices that you feel describe you
and your classroom.
Step
2: From this extensive checklist, pick your five strengths.
Step
3: Next, select the five items that describe areas in which you
wish to improve this year.
Step
4: List some strategies for improvement.
Classroom
Management:
Order is maintained through engagement in learning.-Mutual respect
for and by all is evident.
Students help set and enforce norms or rules.
Students feel safe, both physically and emotionally - safe to
make a mistake without being ridiculed or put down, and safe to
take a risk.
Teachers welcome students into the classroom.
Visitors are welcomed into the classroom by teachers and students
alike.
Purposeful conversation and movement are encouraged.
The teacher is "harder to find" - more often found working
with groups of students and walking throughout the classroom and
rather than standing in the front of the room.
Physical
Facilities:
Student-centered arrangement - desks are usually arranged in "pods"
or chairs around tables. Desks are infrequently arranged in tidy
rows that isolate. Additional space is available for student demonstrations
and performances that demonstrate concept understanding and skill
application.
Flexible grouping is based on tasks.-Activity centers - varied
learning "stations" for computers, writing, math, experiments,
etc. - are evident at
elementary, middle, junior high and senior high levels.
Student artwork and products are constantly on display.
"Stuff" that helps the room to be interesting and alive
- meaningful visuals, three dimensional materials, manipulatives,
pets, plants - are abundant.
Room is organized.
Student
Voice and Involvement:
Balanced with teacher-chosen and teacher-directed activities,-Students
assume responsibility, take roles in decision-making, and help
run classroom
life.
Students often select inquiry topics, books, writing topics, audiences,
etc.
Students maintain their own records, set their own growth goals,
and self-assess.
Some themes and inquiries are built from students' questions;
a "negotiated curriculum."
Evaluation criteria are often co-developed with students.
Student input and questions are honored; there are no "stupid"
questions and no "dumb" answers.
Activities
and Assignments:
Students actively experience concepts - experiential learning
is evident.
Activities and assignments are relevant to students' lives - to
real life.
New information is linked to prior student knowledge in meaningful
ways.
Focus on applying knowledge - "How can this be used?"
- is evident.
Focus on creativity and concept connection is evident.
Focus on higher order thinking and problem solving is evident.
Teacher shows an awareness of and takes advantage of "teachable
moments."
Students' questioning is encouraged and respected.
A wide variety of activities is evident.
The curriculum "jigsawed" or approached in multiple
ways in order to accommodate the usual diversity in differentiated
classrooms - different topics and strategies by students' needs
and/or choices.
Extended activities - multi-day, multi-step projects - are used.
Students are challenged by complex responses, evaluations, writings,
and artworks.
Activities and teaching methods that incorporate analytical intelligence,
practical intelligence, and creative intelligence are "status
quo."
Music, art, drama, and dance are incorporated into the curriculum.
Language
and Communication:
The hum of conversation and meaningful activity alternates with
quiet time.
Students' own questions and evaluations are valued.
Teacher talk, Student-teacher talk, Student student talk are evident
All communication channels are open: student-teacher, student-student,
and student-parent.
Teachers read aloud to students on occasion, K - 12 in all disciplines.
Independent reading and writing takes place, K - 12, in all disciplines.
Time
Allocations:
Predictable but flexible time usage is based on activities.
Lengthy lectures in junior high and high school are broken into
15 - 20 minute segments by consolidation and/or application activities
that may vary in length from 3 - 4 minutes to 20 or 30 minutes.
Fundamental activities happen on a regular basis.
Time is consistently allocated for reflection time and journaling.
Students are given sufficient time for task completion; extended
time for test-taking as needed is the norm.
More emphasis is placed on quality than speed.
Time
allocations are balanced between:
Teacher-directed and student-directed work.
Subject-specific lessons and integrated, thematic, cross-disciplinary
inquiries.
Individual work, small-group or cooperative teamwork, and whole-class
work.
Intensive, deep study of selected topics and extensive study of
wide range of subjects.
Student
Work and Assessment:
Assessment is for depth of understanding, integration, and application
rather than imitative responses. (What do students understand
and what are they able to do?)
Multiple forms of assessment are used.
Students are given choices for project topics and methods and
other assessment products that are used to demonstrate understanding
and application.-Student self-assessment is an official element.
Student-maintained portfolios, with self-assessments and conferences,
are utilized.
Thinking about thinking and learning about learning - students
monitor their progress and receive individualized guidance, coaching,
directinstruction, and strategy development to ensure sufficient
progress toward their goals.
Products are created for real events and real audience.
Students are held to high standards.
Varied and original products are displayed; all students are represented
in displays.
Teacher-student and student-student conferences are official elements.
Teacher feedback is substantive, varied, and formative; not just
scores and grades.
Public exhibitions and performances by students are common.
Parents are involved; parental feedback is solicited and valued.
Students participate in parent-teacher-student conferences.
Teacher
Attitude and Initiative Toward Students:
Positive, respectful, encouraging, warm
Consultative
Open
Partner
Toward
Self:
Creative, active agent
Thinks of self as a life-long learner
Member of team with other adults in school
Member of community networks beyond school
Chooses and directs own professional growth
List
your five strengths.
1.
2.
3.
4.
5.
Select the five items that describe areas in which you wish to
improve this year.
