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Instruction Rubric and Integration Ideas

Significantly Above Expectations (5)

Technology Resources and Tools

Standards and


  • All learning objectives and state content standards
    are explicitly communicated.
  • Sub-objectives are aligned and logically sequenced
    to the lesson’s major objective.
  • Learning objectives are: (a) consistently connected
    to what students have previously learned, (b) know
    from life experiences, and (c) integrated with other
  • Expectations for student performance are clear,
    demanding, and high.
  • State standards are displayed and referenced
    throughout the lesson.
  • There is evidence that most students demonstrate
    mastery of the objective. - (K-2) Visit this site for a comprehensive guide to Common Core Standards in Tennessee. Teacher resources to help understand and implement Common Core Standards. - Click here to find the TDP Standards and other information. Choose state, grade level or course, then objective. Click "more" beside your focus for resources.

ISTE STUDENT TECHNOLOGY NETS- Find out the ISTE technology standards for students.



  • The teacher consistently organizes the content so
    that it is personally meaningful and relevant to
  • The teacher consistently develops learning
    experiences where inquiry, curiosity, and
    exploration are valued.
  • The teacher regularly reinforces and rewards

To organize web-based content so it is meaningful and relevant to students, it may be helpful to use sites that allow the grouping links. Below are a few examples:

ShannonDavenportsTechPage - links off of




Presentation of content always includes:
  • visuals that establish the purpose of the lesson,
    preview the organization of the lesson, and include
    internal summaries of the lesson;
  • examples, illustrations, analogies, and labels for
    new concepts and ideas;
  • modeling by the teacher to demonstrate his or her
    performance expectations;
  • concise communication;
  • logical sequencing and segmenting;
  • all essential information;
  • no irrelevant, confusing, or non-essential

ShannonDavenportsTechPage -


Structure and


  • The lesson starts promptly.
  • The lesson's structure is coherent, with a
    beginning, middle, end, and time for reflection.
  • Pacing is brisk and provides many opportunities for
    individual students who progress at different
    learning rates.
  • Routines for distributing materials are seamless.
  • No instructional time is lost during transitions.

Cool Timer - (Windows Only)

(Flip Timer Tool) -


and Materials

Activities and materials include all of the following:
  • support the lesson objectives;
  • are challenging;
  • sustain students’ attention;
  • elicit a variety of thinking;
  • provide time for reflection;
  • are relevant to students’ lives;
  • provide opportunities for student-to-student
  • induce student curiosity and suspense;
  • provide students with choices;
  • incorporate multimedia and technology; and
  • incorporate resources beyond the school
    curriculum texts (e.g., teacher-made materials,
    manipulatives, resources from museums, cultural
    centers, etc).
  • In addition, sometimes activities are game-like,
    involve simulations, require creating products, and
    demand self-direction and self-monitoring.

IPAD- PuppetPals HD (Free)

National Geographic Young Explorers K-2

Tennessee Electronic Library
TEL4U - includes Tennesee History Resources -


Using ITunes audio book clips for Setting with Wordle or Tagxedo


TES iboard Player

5 Best Virtual Field Trips

Google Earth -


  • Teacher questions are varied and high quality, providing a
    balanced mix of question types:
    • knowledge and comprehension;
    • application and analysis; and
    • creation and evaluation.
  • Questions are consistently purposeful and coherent.
  • A high frequency of questions is asked.
  • Questions are consistently sequenced with attention
    to the instructional goals.
  • Questions regularly require active responses (e.g.,
    whole class signaling, choral responses, written and
    shared responses, or group and individual answers).
  • Wait time (3-5 seconds) is consistently provided.
  • The teacher calls on volunteers and nonvolunteers
    and a balance of students based on ability and sex.
  • Students generate questions that lead to further
    inquiry and self-directed learning.

Webb's Depth of Knowledge

Socrative Teacher/Student-is a student response system that allows teachers to engage their classrooms through a series of educational exercises and games via smartphones, desktop computers, laptops, and tablets. - Teacher Site for management - Student Login Site

Today's Meet- Online discussion board which allows all students to respond to teacher questions and to participate in discussions.

Academic Feedback

  • Oral and written feedback is consistently academically focused, frequent, and high quality.
  • Feedback is frequently given during guided practice and homework review.
  • The teacher circulates to prompt student thinking, assess each student’s progress, and provide individual feedback.
  • Feedback from students is regularly used to monitor and adjust instruction.
  • Teacher engages students in giving specific and high quality feedback to one another.

Classroom Performance System- Teachers gain instant feedback while allowing students the ability to individually respond with clickers to each question posed.




  • The instructional grouping arrangements (either whole class, small groups, pairs, individual; heterogeneous or homogenous ability) consistently maximize student understanding and learning efficiency.
  • All students in groups know their roles, responsibilities, and group work expectations.
  • All students participating in groups are held accountable for group work and individual work.
  • Instructional group composition is varied (e.g., race, gender, ability, and age) to best accomplish the goals of the lesson.
  • Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.

(Random Student Selector/Student Grouper Tool) - - project groups
Example: - must be logged in to Wikispaces to view projects




  • Teacher displays extensive content knowledge of all the subjects she or he teaches.
  • Teacher regularly implements a variety of subject specific instructional strategies to enhance student content knowledge.
  • The teacher regularly highlights key concepts and ideas and uses them as bases to connect other powerful ideas.
  • Limited content is taught in sufficient depth to allow for the development of understanding.

Teacher Knowledge of Students

  • Teacher practices display understanding of each student’s anticipated learning difficulties.
  • Teacher practices regularly incorporate student interests and cultural heritage.
  • Teacher regularly provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught.


  • The teacher thoroughly teaches two or more types of thinking:
    • analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
    • practical thinking, where students use, apply, and implement what they learn in real-life scenarios;
    • creative thinking, where students create, design, imagine, and suppose; and
    • research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.
  • The teacher provides opportunities where students: generate a variety of ideas and alternatives;
    • analyze problems from multiple perspectives and viewpoints;
    • and monitor their thinking to insure that they understand what they are learning,
    • are attending to critical information,
    • and are aware of the learning strategies that they are using and why.

Analytical Thinking
EdHeads Simulations - - Can fit under Practical and Research-based Thinking depending on portion utilized

Geometer's Sketchpad - Software on specific math labs in the high school/middle school.

Excel - Microsoft Office Spreadsheet software installed on most computers.

Practical Thinking
Google SketchUp (Middle and High Computers) - Tutorials at

Creative Thinking
Kerpoof -


BigHugeLabs -

VoiceThread -

Storybirds -

Little Bird Tales -

iMovie - Mac software already installed on Mac computers

Windows Movie Maker or Windows Movie Maker Live -

Research-Based Thinking
LHS Science Interactives -



  • The teacher implements activities that teach and reinforce three or more of the following problem-solving types:
    • Abstraction[1]
    • Categorization[2]
    • Drawing Conclusions/Justifying Solutions[3]
    • Predicting Outcomes[4]
    • Observing and Experimenting[5]
    • Improving Solutions[6]
    • Identifying Relevant/Irrelevant Information[7]
    • Generating Ideas[8]
    • Creating and Designing[9]

Vernier Probes/Sensors - Data collection tools used with Logger Pro or Logger Lite software.

Logger Pro and Logger Lite- Award-winning, data-collection and analysis software for Windows and Mac computers that allows students to collect real-time data.

Kidspiration, Inspiration, CMAP Tools

  1. ^ Share some ideas here with everyone
  2. ^ Categorization - Students analyze information, classify it, and sort it into meaningful categories, Similar to Marzano’s “Identifying Similarities”
  3. ^ Drawing Conclusions - Students draw conclusions based on data presented to them in many forms, viewpoints, perspectives ...
  4. ^ Predicting Outcomes - Students make predictions and test the validity of those predictions
  5. ^ Observing and Experimenting - Students observe, record and measure
  6. ^ Improving Solutions - Students are given a solution to a problem and, then, are asked to suggest methods for improving it.
  7. ^ Identifying Relevant/irrelevant information - Students are given relevant and irrelevant information and asked to get rid of the unnecessary information.
  8. ^ Generating Ideas - Brainstorming, look for analogies and look for ideas
  9. ^ Creating and Designing - students are asked to create or design a product, experiment, or a problem for other students to solve