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Indicators of Best Practices
List of Best Practices in Teaching Reading List of Best Practices in Teaching Writing List of Best Practices in Teaching Mathematics	List of Best Practices in Teaching Science List of Best Practices in Teaching Social Studies List of Best Practices in Teaching Art

Instructional Framework
Appendix F: Best Practices

Setup for teacher-centered instruction (separate desks) --> Student-centered arrangement (e.g. tables)
Rows of desks --> Clusters --> Centers (varied learning stations for writing, computers, math, etc.)
Bare, unadorned space --> Commercial decorations --> Student-made artwork/products/displays
Few materials --> Textbooks and handouts --> "Stuff" – books, materials, manipulatives, pets, etc.

Management by punishments and rewards --> Order maintained by engagement and community
Students are silent/motionless/passive/controlled --> Purposeful talk, movement, autonomy
Students in fixed groups based on "ability" --> Flexible grouping based on tasks and choice
Rigid, unvarying schedule --> Predictable but flexible time usage based on activities

Teacher presentation and transmission of material --> Students actively experiencing concepts
Whole-class teaching --> Centers and cooperative small groups --> Wide variety of activities
Teacher in front directing whole class --> Teacher hard to find, working with groups
Uniform curriculum for all --> Jigsawed curriculum; different topics by kids' needs or choices
Short-term lessons; one day at a time --> Extended activities, multi-day, multi-step projects
Focus on memorization and recall --> Focus on applying knowledge and problem solving
Short responses; fill-in-the-blank exercises --> Complex responses, evaluation, writings, artworks
One-way assignments/lessons --> Accommodation for multiple intelligences and cognitive styles

Forced constant silence --> Noise and conversation alternates with quiet time
Short responses --> Elaborated discussion --> Students' own questions and evaluations
Writing: All channels are open (student-teacher, student-student, student-parent)
Talk and writing focuses on: Facts --> Skills --> Concepts --> Synthesis, Evaluation

Time Allocations are BALANCED between:
Teacher-directed and student-directed work
Subject-specific lessons and integrated, thematic, cross-disciplinary inquires
Individual work/small-group or team work/whole class work
Intensive, deep study of selected topics/extensive study of wide range of subjects
Fundamental recurrent activities happen on daily/regular basis
Independent reading (SSR, reading workshop, or literature circles)
Independent writing (journals or writing workshop)
Reading aloud to students
Teacher-student and student-student conferences
Students can explain the time allocations and recurrent activities/procedures in their classrooms

Products created for teachers and grading --> Products created for real events and audiences
Classroom/hallway displays: no student work posted --> "A" papers only All students represented
Identical, imitative products displayed --> Varied and original products displayed
Teacher feedback is scores and grades --> Teacher feedback is substantive, varied and formative
Products are seen and rated only by teachers --> Public exhibitions and performances are common
Teacher gradebook --> Student-maintained portfolios, with self-assessments and conferences
All Assessments by teachers --> Student self-assessment an official element --> Parents are involved
Standards set during grading --> Standards available in advance Standards co-developed with students

Distant, negative, fearful, punitive --> Positive, respectful, encouraging, warm
Blaming students --> Reasoning with students Directive --> Consultative