Castleberry ISD Instructional Rounds

Problem of Practice: Data indicates that student tasks are not at the Blooms higher level which stimulate a students thinking. Tasks are defined as opportunities for students to verbalize, write or demonstrate their thinking through collaboration, answering questions, completing group and independent work, discussion and/or reflections. Higher level thinking is defined as using cognitive processes at the apply, analyze, evaluate, or create level. Theory of Action: If student tasks are planned, facilitated, monitored and assessed at a higher level, then students will be successful, independent thinkers, communicators, and problem solvers in all environments, situations, and circumstances. Essential Questions:1. What is the task? (Script)2. What questions are teachers asking? (Script)3. What are the students responses in relation to the task? (Script)

Descriptive Evidence Analysis:EQ1: Percentage of engagement time (teacher vs. student) recorded in minutes Task format (whole group, group work, independent )-frequency of Blooms level of tasks using CISD cognitive rubric

EQ2: Question levels (procedural versus content) Cognitive level of content questions Frequency and length of think time given to students

EQ3: Blooms level of student responses using CISD student response rubric

Language of Instruction:Task: what a student does (think/wait time; answer a question; complete group or partner work; classroom discussion/student talk; reflection / verbal, written, blogging.Level: based on Blooms TaxonomyThinking: expression of student thoughts; verbalization/written/drawn/projects

Final 7.29.14