THE ROLE OF THE STUDENT IN THE INSTRUCTIONAL PROCESS

1. Adapt to and thrive in diverse teaching/learning environments.

2. Be actively engaged in the learning process both inside and outside the
classroom.
3. Create, develop, and evaluate an individualized academic plan and life goals.
4. Respect the learning environment and rights of all learners.
5. Abide by the Student Code of Conduct.
6. Interact with peers.
7. Participate in or support student organizations and school activities.
8. Be aware of and use student support services and resources.
9. Assume responsibility for academic and personal choices.
10.Use what you have learned to become a viable and contributing member of
the community.
TRAITS OF STUDENTS DURING THE INSTRUCTIONAL PROCESS

INSTRUCTIONAL DIRECTION:

• Students can explain the posted expectations (SWBAT)

• Students can articulate WHY they have been asked to attempt the task
KNOWLEDGE OF PERFORMANCE AND ABILITY:

• Students can acknowledge their individualized assessment data and baseline

performance data including how they will be assessed(Rubrics, Assessment
Guidelines)

ENGAGEMENT AND PARTICIPATION:

• Students are sharing knowledge and constructing solutions (Centers,

Responses, Projects)
• Students will activate prior knowledge and apply it to tasks (Aha Moments)

• Students will be involved in the curriculum selection by providing an element

of what they want to learn via self-selection activities, KWL charts, Project
Based Learning, etc.
DEMONSTRATED KNOWLEDGE AND PARTICIPATION:

• Students will be able to demonstrate learning via classroom participation,

Socratic questioning, and Blooms Taxonomy (must recall, comprehend, apply,
analyze, synthesize, and evaluate).
• Use of prior knowledge to make connections
• Student inquiry

• In-depth vs. superficial awareness

• Expressing new or revising old ideas

• Finding a value beyond the classroom (Real-world applications)

 TEACHERS WILL BE ABLE TO: Evaluate the dynamics of the student instructional process
by using the previously discussed elements and Bloom’s Taxonomy to design a
model lesson/dialogue between a teacher and his/her students. Please include an
activity, student grouping, and learning objective (SWBAT).
• What are the students doing and saying when they are engaged in learning?

• What role(s) should the student play in the classroom?

• What is the teacher doing and saying?

• How do I know that the student is engaged in a rigorous activity?

Example Response
SWBAT: differentiate among fact/opinion, bias and propaganda in newspapers,
periodicals, & electronic texts by analyzing the rational behind the first political
cartoons.
STUDENT FRIENDLY SWBAT: Evaluate the reasons behind the first political cartoons.
GROUPING: Small learning groups (center activity)
ACTIVITY: Students will be placed in small groups where they will …………
ASSESSMENT: Recognizing bias & propaganda vs. fact (worksheet) and group rubric
ANSWERS TO BULLETED QUESTIONS:

BLOOM'S TAXONOMY

(Original Version)

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order,

recognize, relate, recall, repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, practice, schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment,
question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend
estimate, judge, predict, rate, core, select, support, value, evaluate.