Keys to Strong Instruction in Teaching

How’s your instruction? Are you hitting all the key points of good instruction? What should observers see in your instruction when they come into your classroom? These are all questions we ask ourselves and wonder. Sometimes it’s nice to do some self-reflection and see if you are hitting all the marks. The following chart shows the basic “LOOK-FORS” in strong instruction. As part of professional development it is always good to do some self-reflection. Video-recording a section of your instruction and then reflecting has also shown to objectively assess your instruction.

Use this chart as a tool to do an instructional check-up on yourself.

Look-Fors	Teacher
Use of Time Transitions from one activity to another. Time spent with individual students or small groups Time spent getting lesson/class started
Pacing Too fast, too slow Time spent in each lesson component.
Questioning Connect to lesson target/objective Assess understanding Stretch students to think beyond yes/no
Clarity of Presentation Modeling – Clarifying – Providing clear directions
Student Movement Positive: quickly transitioning, following directions, taking initiative Negative: getting out of seat frequently, fidgeting, interfering with others
Differentiation Scaffolding of lesson to meet diverse student needs
Material Management Materials are ready for the instruction Student and teacher materials organized to support flow of lesson Handouts are clear, meaningful and appropriate
Classroom Arrangement Furniture placement Visual supports on walls Environment for learning Provision for multiple uses of space
Monitoring / Checking for Understanding Monitoring student progress during independent work time Pauses at appropriate point in lesson to check for student understanding
Student Engagement Positive: Volunteering responses on task student-student interaction, listening, carrying out roles Negative: speaking out while off task, off task student-student interaction, interrupting, interfering
Participation Strategies Use of cold call to ensure variety of student voices Use of discussion protocols Opportunities for partner or small group collaboration