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Brown University Practice Based Standard Four: Classroom Practice

A. Teacher Presentations

In what ways does the student teacher:

Plan presentations that are structured with the unique and diverse learning needs of the students in mind? Does the student teacher have a good sense of which objectives are best accomplished using direct teacher presentations? To what extent do the demands of the material itself determine the form of presentation?

Use different modes of presentation (for example: questions or written work) and a variety of materials as integral parts of direct teacher presentations?

Build “comprehension checks” into presentations? Is the student teacher sensitive to the pacing of the lesson, making sure all students are engaged and following?

B. Collaborative Activities

In what ways does the student teacher:

Firmly structure role plays, simulations, debates, and collaborative small group work, with adequate directions, clear goals, time limits, and criteria for evaluation stated?

Provide all students with the materials and information they need to succeed at their tasks?

Pre-teach the group process skills necessary for students to complete the assignment successfully?

Hold each student responsible both as an individual and as a group member? How is that accomplished?

Have a good sense of which objectives are best accomplished using collaborative activities?

C. Questioning/Discussion

In what ways does the student teacher:

Use different types and levels of questions, depending on the lesson’s objectives and the diverse needs of the class?

Use question techniques, such as wait-time, probing, rephrasing, etc. effectively? How does the student teacher gauge the effectiveness of these strategies?

Include key questions in the lesson plan? Does the student teacher “script” an arc of questions for the lesson?

Employ a variety of strategies (restating ideas, offering counter-examples, etc.) to engage students in discussion and learning?

Ask questions for a variety of purposes: e.g. summarizing, analyzing, synthesizing, comparing, etc.?

D. Development of Student Skills

In what ways does the student teacher:

Design thoughtful sequenced assignments that break complex undertakings into manageable steps?

Instruct about how to read with better comprehension, hoe to take effective notes, how to write more clearly and coherently? Are students given models or examples to guide their work?

Instruct in oral presentation and listening skills? Does the student teacher make criteria for excellence in these skills available to students?

Instruct in forms of (artistic, literary, historical, scientific) expression (orally, in writing, through reading)?

Closely monitor skill attainment and provide students with timely feedback?

Use technology as a learning tool?

Design lessons which extend beyond factual recall and challenge students to develop higher level cognitive skills?

Encourage students to generate knowledge, test hypotheses, and explore methods of inquiry and standards of evidence?

Meeting the Standard:

The student teacher exhibits confident control over a variety of approaches to classroom pedagogy. In direct presentations, s/he demonstrates sensitivity to pacing, timing, amount and sequencing of material, and form of presentations, as well as inviting student contributions and interactions. Questioning strategies are thoughtful, considering a range and arc of questions that develop logically from simple to complex. Group work is used effectively and students are carefully coached on the purpose and strategies for collaboration. Work required of students clearly reinforces basic skills (reading, writing, note-taking, oral presentation, listening) and builds toward more complex mastery (critical thinking, problem-solving, analysis, and synthesis). Technology skills are incorporated into lessons as frequently as possible, with the student teacher modeling the use of technology whenever possible.


RIBTS #5, and #3.

DRAFT: This module has unpublished changes.