Tripod 7C's and the Teaching and Learning Framework Rubric

CrosswalkbetweentheTripod7C’sofEffectiveTeachingandtheMemphisCitySchoolsTeachingandLearningFrameworkRubric(TeachandCultivateLearningEnvironmentDimensions)

Care Control Challenge Clarify Captivate Confer Consolidate

Teach 1: Engage Students in Objective-Driven Lessons

Teach 2: Explain Content Clearly and Accurately

Teach 3: Engage Students at All Learning Levels in Appropriately Challenging Work

Teach 4: Provide Students Multiple Ways to Engage with Content

Teach 5: Use Strategies that Develop Higher-Level Thinking Skills

Teach 6: Check for Understanding and Respond Appropriately During Lesson

Teach 7: Maximize Instructional Time

CLE 1: Build a Respectful, Learning-Focused Classroom Community

CLE 2: Develop Classroom Procedures and Routines

CLE 3: Use Classroom Space and Resources to Support Instruction

CLE 4: Manage Student Behavior

Strongalignment Moderatealignment Somealignment

CrosswalkbetweentheTripod7C’sofEffectiveTeachingandtheMemphisCitySchools’TeachingandLearningFrameworkRubric

(Summary)

TRIPOD7C’s MemphisCitySchoolsTeachingandLearningFrameworkRubric

Care CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNING‐FOCUSEDCLASSROOMCOMMUNITY(ALLINDICATORS)

Control TEACH7:MAXIMIZEINSTRUCTIONALTIME(ALLINDICATORS)

CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES(ALLINDICATORS)

CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR(ALLINDICATORS)

Challenge TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(SOMEINDICATORS)

TEACH5:USESTRATEGIESTHATDEVELOPHIGHER‐LEVELTHINKINGSKILLS(ALLINDICATORS)

Clarify TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY(ALLINDICATORS)TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(SOMEINDICATORS)

TEACH6:CHECKFORUNDERSTANDINGANDRESPONDAPPROPRIATELYDURINGTHELESSON(ALLINDICATORS)

Captivate TEACH1:ENGAGESTUDENTSINOBJECTIVE‐DRIVENLESSONS(SOMEINDICATORS)

TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT(ALLINDICATORS)

CULTIVATELEARNINGENVIRONMENT3:USECLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION(ALLINDICATORS)

Confer CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNING‐FOCUSEDCLASSROOMCOMMUNITY(SOMEINDICATORS)CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES(AFEWINDICATORS)

CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR(AFEWINDICATORS)

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY(AFEWINDICATORS)TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT(AFEWINDICATORS)

Consolidate TEACH1:ENGAGESTUDENTSINOBJECTIVE‐DRIVENLESSONS(SOMEINDICATORS)

TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK(AFEWINDICATORS)

7C’s MemphisCitySchoolRubric(Dimension)

MemphisCitySchoolRubric(Indicator)

CarePertainstoteacherbehaviorsthathelpstudentstofeelemotionallysafeandtorelyontheteachertobeadependableallyintheclassroom.Caringreducesanxietyandprovidesasenseofpositiveaffiliationandbelonging.Caringgoesbeyond“niceness”;caringteachersworkhard,andtheygooutoftheirwaytohelp.Theysignaltotheirstudents,“Iwantyoutobehappyandsuccessful,andIwillworkhardtoserveyourbestinterest;yoursuccessisanimportantsourceofmypersonalsatisfaction.”

CULTIVATELEARNINGENVIRONMENT1:BUILDARESPECTFUL,LEARNING‐FOCUSEDCLASSROOMCOMMUNITY


• Teacherdemonstratespositiverapportwithstudents,apositiveaffect1,evidenceofrelationshipbuilding,andexpressionsofinterestinstudents’thoughtsandopinions.

• Teacherreinforcespositivebehaviorandgoodacademicwork.

• Teacherpromotesanenvironmentwherestudentsworkhard,remainfocusedonlearningwithoutfrequentreminders,andperseverethroughchallenges.

• Theclassroomisasafeenvironmentforstudentstotakeonchallengesandriskfailure.2

• Studentsarealwaysrespectfuloftheteacherandtheirpeers.3

• Studentsdemonstratefrequentpositiveengagementwiththeirpeers.

• Thereisevidencethattheteacherhasstrong,individualizedrelationshipswithstudentsintheclass.

• Studentsareinvestedinthesuccessoftheirpeers.• Studentsmaygiveunsolicitedpraiseor

encouragementtotheirpeersforgoodwork,whenappropriate.

• Studentcommentsandactionsdemonstratethatstudentsareexcitedabouttheirworkandunderstandwhyitisimportant.

1Ateachercandisplayapositiveaffectthroughhisorherdemeanor,choiceofwords,andhowheorshechoosesaffirmations.2Forexample,studentsareencouragedtoanswerquestionsandfeelcomfortableaskingtheteacherforhelp.

3Forexample,studentslistenanddonotinterruptwhentheirpeersaskoranswerquestions.



ControlPertainstoclassroommanagement.Teachersneedskillstomanagestudentpropensitiestowardsoff‐taskorout‐of‐orderbehaviors,inordertofosterconditionsintheclassroomthatallowforeffectivecommunicationandfocus.Effectivecontrolhelpstomaintainorderandsupplementscaringinmakingtheclassroomcalmandemotionallysafefromsuchthingsasnegativepeerpressures.

TEACH7:MAXIMIZEINSTRUCTIONALTIME

CULTIVATELEARNINGENVIRONMENT2:DEVELOPCLASSROOMPROCEDURESANDROUTINES

CULTIVATELEARNINGENVIRONMENT4:

MANAGESTUDENTBEHAVIOR

TEACH7:MAXIMIZEINSTRUCTIONALTIME

• Teacherhasallinstructionalmaterialspreparedatthestartofclass.

• Instructionaltimeiseffectivelymaximizedandstudentsareonlyidleforverybriefperiodsoftime4whilewaitingfortheteacher.5

• Teacherspendsanappropriateamountoftimeoneachpartofthelesson.

• Lessonprogressesatanappropriatepace6,suchthatstudentsarealmostneverdisengagedorleftwithoutanythingmeaningfultodo.7

• Studentswhofinishassignedworkearlyhavesomethingelsemeaningfultodo.

• Real‐timeadjustmentstolessonpacingandstudenttasksaremadefrominformationgatheredfromchecksforunderstanding.

CULTIVATELEARNINGENVIRONMENT2:DEVELOP

CLASSROOMPROCEDURESANDROUTINES

• Routinessupporttheeffectiveuseofinstructionaltime.

• Routinesandproceduresrunsmoothlywithminimalpromptingfromtheteacher;studentsknowtheirresponsibilitiesanddonothavetoaskquestionsaboutwhattodo.

• Transitionsareorderly,efficient,systematic,andrequirelittleteacherdirection.

• Studentsshareresponsibilityfortheoperationsandroutinesintheclassroom.

4Asageneralruleofthumb,briefperiodsoftimeshouldbenomorethan2‐3minutes.5Forexample,whiletheteachertakesattendance,distributesmaterials,ortransitionstothenextlessonoractivity.6Thepacingspeed(quick,moderate,andnotablyslow)shouldreflectcontentcoveredandinstructionalstrategies.7Forexample,afterfinishingtheassignedwork,orwhilewaitingforonestudenttocompleteaprobleminfrontoftheclass.

CULTIVATELEARNINGENVIRONMENT4:MANAGE

STUDENTBEHAVIOR

• Teacherregularlypromotesandreinforcespositivebehavior.8

• Off‐taskbehaviorisredirectedinamannerthatsolvestheissueandmaximizesinstructionaltime.

• Disruptivebehavior9isde‐escalatedwithlittleinterruptiontoinstructionaltime.

• Behavioralexpectationsarecleartoallstudentsandthereislittletonoevidenceofoff‐taskbehaviorintheclassroom.

• Studentsleadconversationsregardingbehaviorandtheyself‐manageandmonitortheirpeers.

• Expectationsforstudentbehavioraresoclearlyunderstoodthatthereislittle,ifanyneedtocontinuouslyrefertothem.

• Flowofthelessonisneverimpededbyinappropriateoroff‐taskstudentbehavior,eitherbecausenosuchbehavioroccursorbecausewhensuchbehavioroccurstheteacherefficientlyaddressesit.

8Positivereinforcementscanincluderewards(i.e.,callshome,stickers,raffletickets,notes,etc.)orverbalpraise.Forteacherswhohaveastrongcultureanddonotusetangiblerewards,positivereinforcementcanbemoresubtle.

9Disruptivebehaviorcanbedefinedasbehaviorthatrequiressignificantteacherintervention.



ChallengeConcernsbotheffortandrigor—pressingstudentstoworkhardandtothinkhard.Challengingteacherstend

tomonitorstudenteffortandtoconfrontstudentsiftheireffortisunsatisfactory.Studentswhodonot

devoteenoughtimetotheirworkorwhogiveuptooeasilyinthefaceof

difficultyarepushedtodomore.Similarly,studentswhodonotthinkdeeplyorreasontheirwaythrough

challengingquestionsarebothsupportedandpushed.Theteachermayaskaseriesoffollow‐up

questionsintendedtoelicitdeeper,morethoroughreasoning.

TEACH3:ENGAGESTUDENTSATALLLEARNINGLEVELSINAPPROPRIATELYCHALLENGINGWORK

TEACH5:USESTRATEGIESTHATDEVELOP

HIGHER‐LEVELTHINKINGSKILLS


• Teachermakesthelessonchallenging10toallstudents;thereisevidencethattheteacherknowseachstudent’slevelandensuresthatthelessonpushesalmostallstudentsforwardfromwheretheyare.11

• Lessonincorporatesadditionalresourcesthatextendbeyondthedistrict’scurriculum.

TEACH5:USESTRATEGIESTHATDEVELOPHIGHER‐LEVELTHINKINGSKILLS

• Teacherengagesstudentsintasksandactivitiesthatbuildonasolidfoundationofknowledgeandbringstudentstocriticalandanalyticalthinkingrelativetothecontent.

• Questionsareclearandscaffoldedinawaythatleadsstudentsfromtheircurrentlevelofthinkingtoahigherlevel.Questionsrequirestudentstoapply,evaluateand/orsynthesize.

• Teacherexplicitlymodelshisorherownthoughtprocessforgeneratingandaskingquestions,andasksstudentstodeveloptheirownquestionsforeachotherasaresult.

• Teacherprovideshelpfulandpositivesuggestionswhenstudentsareunabletoanswerquestionsratherthansimplyprovidingtheanswertothestudents.

• Teacherusesstrategiesthatchallengestudentstoprobeforhigher‐orderunderstanding,synthesizecomplexmaterials,andarriveatnewunderstanding.

• Students’questions(oftheirpeersandteacher)pushstudentsbeyondtheirinitialthinking.

• Teacherprovidesstudentswiththeopportunitytomonitortheirownthinkingtoensurethattheyunderstandwhattheyarelearning.

10Forexample,theteachermightaskmorechallengingquestions,assignmoredemandingwork,orprovideextensionassignmentsinordertoensurethatallstudentsarechallengedbythelesson.

11Inorderforstrategiestoleadstudentstoadeeperunderstandingofthecontent,ateachermustunderstandstudents’currentlevelsofperformanceandthenpurposefullydesigninstructionalstrategiesthatwillscaffoldstudentlearningtoadeeperlevel.



ClarifyConcernsteacherbehaviorsthatpromoteunderstanding.Interactionsthatclearupconfusionandhelpstudentspersevereareespeciallyimportant.Eachstudentcomeswithparticulargapsinunderstandingandwithbothcorrectandincorrectinterpretationsoftheworldaroundthem.Tobemosteffective,teachersshouldbeabletodiagnosestudents’skillsandknowledge,andtheyneedmultiplewaysofexplainingideasthatarelikelytobedifficultforstudentstograsp.Teachersalsomustjudgehowmuchinformationstudentscanabsorbatanyonetime,andtheyshoulddifferentiateinstructionaccordingtoindividualmaturityandinterest.

TEACH2:EXPLAINCONTENTCLEARLYANDACCURATELY


TEACH6:CHECKFORUNDERSTANDINGAND

RESPONDAPPROPRIATELYDURINGTHELESSON


• Explanationsofcontentareclear,coherent,concise,andaccurate,andtheybuildstudentunderstandingofcontent.

• Teachereffectivelymakesconnectionswithothercontentareas,students’experiencesandinterests,orcurrenteventsinordertomakethecontentrelevantandbuildstudentunderstandingandinterest.

• Teacherusesdevelopmentallyappropriatelanguageandexplanations.

• Teachergivesclear,precisedefinitionsandusesspecificacademiclanguageasappropriate.12

• Teacheremphasizeskeypointswhennecessary.• Whenanexplanationisnoteffectivelyleading

studentstounderstandthecontent,theteacheradjustsquicklyandusesanalternativewaytoeffectivelyexplaintheconcept.

• Studentsaskrelativelyfewclarifyingquestionsbecausetheyunderstandtheexplanations.However,theymayaskanumberofextensionquestionsbecausetheyareengagedinthecontentandeagertolearnmoreaboutit.

• Whenappropriate,theteacherexplainsconceptsinawaythatactivelyinvolvesstudentsinthelearningprocess,suchasfacilitatingopportunitiesforstudentstoexplainconceptstoeachother.

• Explanationsprovokestudentinterestinandexcitementaboutthecontent.

• Studentsaskhigher‐orderquestionsandmakeconnectionsindependently,demonstratingthattheyunderstandthecontentatahigherlevel.

12Academiclanguageincludestheusageofcorrectgrammarandpronunciation,inbothwrittenandverbalcontexts.


• Teachermakesthelessonaccessibletoallstudents13;thereisevidencethattheteacherknowseachstudent’slevelandensuresthatthelessonmeetsallstudentswheretheyare.

• Teacherengagesallstudentsinthelessonbyusingvisualstoestablishthepurposeofthelesson,previewitsorganization,andsummarizingitscontent.

TEACH6:CHECKFORUNDERSTANDINGANDRESPONDAPPROPRIATELYDURINGTHELESSON

• Teacherchecksforunderstandingofcontentatallkeymoments.

• Teachermaintainsanaccurate“pulse”oftheclass’understanding.

• Theteacherseamlesslyintegratesinformationgainedfromthechecksbymakingadjustmentstothecontentordeliveryofthelesson,asappropriate.

• Teacherusesavarietyofmethodsofcheckingforunderstanding.

• Whenpossible,theteacherusesscaffoldingtechniquesthatenablestudentstoconstructtheirownunderstandingsratherthansimplyre‐explainingaconcept.

• Ifanattempttoaddressamisunderstandingisnotsucceeding,theteacher,whenappropriate,respondswithanotherwayofscaffolding.

• Teacheranticipatesstudentmisunderstandingsandpreemptivelyaddressesthem,eitherdirectlyorthroughthedesignofthelesson.

• Teacherisabletoaddressstudentmisunderstandingseffectivelywithouttakingawayfromtheflowofthelessonorlosingtheengagementofstudentswhodounderstand.

13Tomakecontentaccessibleforallstudents,ateachermightdifferentiatecontent,process,orproduct(usingstrategiesthatmightincludeflexiblegrouping,leveledtexts,ortieredassignments)inordertoensurethatstudentsareabletoaccessthelesson.



CaptivateConcernsteacherbehaviorsthatmakeinstructionstimulating,insteadofboring.Captivatingteachersmakethematerialinteresting,oftenbymakingitseemrelevanttothingsaboutwhichstudentsalreadycare.Brainresearchestablishesclearlythatstimulatinglearningexperiencesandrelevantmaterialmakelessonseasiertorememberthanwhentheexperienceisboringandthematerialseemsirrelevant.

TEACH1:ENGAGESTUDENTSINOBJECTIVE‐DRIVENLESSONS

TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTOENGAGEWITHCONTENT

CULTIVATELEARNINGENVIRONMENT3:USE

CLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION


• Teachercommunicateslessonobjectivestostudentsusingdevelopmentallyappropriatelanguage.

• Teacherprovidesmultipleopportunitiesforengagementinlessonobjectivesbyconnectingpriorknowledge,explainingtheimportanceoftheobjectives,oraskingstudentstoretelltheobjectivesintheirownwords.

• Teacherclearlyexplainswhatmasteryoftheobjectiveslookslikesothatallstudentscandescribehowtheirlearningwillbeassessed.


• Allstrategiesarealignedtothelessonobjectives.• Allstrategieshaveaclear,intentionalpurposebeyond

keepingstudentsengagedorbusy.• Strategiesenableallstudentstomeetorexceedlesson

objectivesthroughappropriatescaffoldinganddifferentiation.14

• Studentsareprovidedwithchoicesandtaughthowtoself‐selectstrategiesthatwillhelpthemmasterlessonobjectives.

• Allstudentscanexplainlessonobjectiveandhowitrelatestowhattheyarelearning.

• Studentsexplainconceptstoeachotherwiththesupportofteacherfacilitation.

14Appropriatescaffoldinganddifferentiationoccursbyusingstudentperformancelevelstodifferentiatetheprocessstudentsusetoengageincontentand/ortheproductsstudentsarerequiredtoproduceaslongasthedifferentiatedproductsareultimatelyalignedtothelevelofrigorrequiredbylessonobjectives.

CULTIVATELEARNINGENVIRONMENT3:USECLASSROOMSPACEANDRESOURCESTOSUPPORTINSTRUCTION

• Useofspaceandmaterialspromoteslearning.• Classroomresourcesstimulatestudentinterestinthe

appropriatecontent.• Resourcessupportactivitiesthathelpstudentsachieve

masteryofstandards.15• Resourcesareleveledordifferentiatedspecifically

basedonstudentneeds• Spaceandmaterialsareutilizedtoenrichlearningof

currentorrecentcontent.• Studentshavetheoptionofchoosingresourcesor

toolstosupportandextendtheirlearning.• Studentsactivelycontributetotheselectionof

resourcesandtakeresponsibilityforfindingrelevantresourceswhenappropriate.

15Resources(includingcoretexts,interventionprogramsorsupplementarymaterials)areselectedbasedontheiralignmenttostandardsandstudents’needswhereappropriate.Resourcesarenotsimplyusedbecausetheyareadopted;rather,theteacheristhoughtfulandstrategicabouthowtousetheresourcesgiventhestudents’needsintheclassroom.



ConferConcernsseekingstudents’pointsofviewbyaskingthemquestionsandinvitingthemtoexpressthemselves.Whenstudentsexpectthattheteachermightcallonthemtospeakinclass,theyhaveanincentivetostayalert.Inaddition,believingthattheteachervaluestheirpointsofviewprovidespositivereinforcementfortheeffortthatittakestoformulateaperspectiveinthefirstplace.Further,ifstudentsareaskedtorespondnotonlytotheteacher,buttooneanotheraswell,alearningcommunitymaydevelopintheclassroom,withalloftheattendedsocialreinforcements.



CULTIVATELEARNINGENVIRONMENT4:

MANAGESTUDENTBEHAVIOR




• Studentsdemonstratefrequentpositiveengagementwiththeirpeers.

• Studentsareinvestedinthesuccessoftheirpeers.• Studentsmaygiveunsolicitedpraiseor

encouragementtotheirpeersforgoodwork,whenappropriate.


• Studentsshareresponsibilityfortheoperationsandroutinesintheclassroom.

CULTIVATELEARNINGENVIRONMENT4:MANAGESTUDENTBEHAVIOR

• Studentsleadconversationsregardingbehaviorandtheyself‐manageandmonitortheirpeers.


• Whenappropriate,theteacherexplainsconceptsinawaythatactivelyinvolvesstudentsinthelearningprocess,suchasfacilitatingopportunitiesforstudentstoexplainconceptstoeachother.

TEACH4:PROVIDESTUDENTSMULTIPLEWAYSTO

ENGAGEWITHCONTENT

• Thereisanappropriatebalancebetweenteacher‐directedinstructionandrigorousstudent‐centeredlearningduringthelesson,suchthatstudentshaveadequateopportunitiestomeaningfullypractice,apply,anddemonstratewhattheyarelearning.



ConsolidateConcernshowteachershelpstudentstoorganizematerialformoreeffectiveencodinginmemoryandformoreefficientreasoning.Thesepracticesincludereviewingandsummarizingmaterialattheendofclassesandconnectingideastomaterialcoveredinpreviouslessons.Teacherswhoexcelatconsolidationtalkabouttherelationshipsbetweenideasandhelpstudentstoseepatterns.Thereisalargebodyofevidencesupportingthehypothesisthatthesetypesofinstructionalactivitiesenhanceretentionbybuildingmultiplebrainpathwaysforretrievingknowledgeandforcombiningdisparatebitsofknowledgeineffectivereasoning.




• Studentscanauthenticallyexplainwhywhattheyarelearningisimportant,beyondsimplyrepeatingtheteacher’sexplanationorpostedobjectives.

• Studentsunderstandhowtheobjectivesfitintothebroadercontentandcoursegoals.


• Teacherengagesallstudentsinthelessonbyusingvisualstoestablishthepurposeofthelesson,previewitsorganization,andsummarizingitscontent.

Documents

Tripod 7C's and the Teaching and Learning Framework Rubric