||The teacher is the primary source
of information and resources.
||The teacher creates highly structured
learning opportunities. As students work, he or she circulates
among them to insure that they are following directions.
||The teacher, in collaboration with
others, e.g., library media specialist, creates learning opportunities.
As students work, he or she circulates among them to monitor
and stimulate their discussion and project work and pose questions
or suggest resources as requested or appropriate.
||The teacher gives explicit directions
on how to complete assignments.
||The teacher helps students to learn
how, when, and why to use different strategies and provides hints,
clues, and other feedback to the entire class based on an observation
of individual students or in anticipation of likely problems.
||The teacher and other instructional
partners model their thinking processes, help students to learn
how, when, and why to use different strategies, and provide hints,
clues, or other feedback on a student-by-student and as-needed
||The teacher has expertise in the
area of study and experience using the instructional materials.
||The teacher provides students opportunities
to explore areas outside of the teacher's expertise, but always
stays a step ahead of the students.
||The teacher extends his or her own
knowledge along with the students.
||Students learn the required information
through structured activities that provide some opportunities
to make their own discoveries and draw their own conclusions.
||Students have opportunities to explore
topics of interest without making connections to their curriculum.
||Students have opportunities to pose
questions, initiate projects, and explore issues linked to the
curriculum, often with little prior background knowledge. Additionally,
they have time to explore "uncharted territory," e.g.,
||Students receive feedback, usually in the form of grades
or scores on their assignments, often only after they are completed.
||Teachers observe students as they work on instructional tasks,
in order to provide ongoing feedback.
||Teachers and other instructional partners regularly model
their own thinking processes and strategies, and observe students
as they work on instructional tasks in order to observe thinking
processes and provide ongoing feedback. They also connect students
with appropriate experts who also provide models and feedback.
||Students have few opportunities to share what they are learning
||Students have opportunities to present what they have learned
to others, primarily within their classroom, e.g. oral reports.
||Students have frequent opportunities to share and discuss
what they have learned with others, e.g., jigsawing, reciprocal
teaching, demonstrations, and presentations within and outside
||Student assignments generally require them to study or respond
to existing knowledge, e.g., workbooks, and chapter questions.
||Students have opportunities to conduct research using original
source materials and then summarize their findings in reports
||Students are often involved in instructional activities in
which they create novel products and ideas to represent their
learning, e.g., Energy net.