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Download our Instructional Practices Inventory by filling out the adjacent form, or view it, below.
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Instructional Practices Inventory
Learning Environment
Teacher Best Practice |
Student Learning Practice |
| Provides a respectful, safe learning environment in which mistakes are seen as an opportunity to learn. | Take an academic risk and rely on their own thinking and the thinking of other students. |
| Structures the class for independent work, pairs, groups, and whole class in a thoughtful and deliberate way. | Listen and ask questions to each other to clarify information; respectfully challenge ideas; make conjectures. |
| Asks questions that both build and reveal new understanding of content and practice. Avoids yes/no questions unless they also ask for justification. | Explain their reasoning; construct viable arguments and critique the reasoning of others. |
| Makes appropriate tools available and encourages their use. | Communicate using appropriate mathematical language both orally and in writing. |
| Work well in a variety of grouping structures. | |
Reasoning & Sense-Making
Teacher Best Practice |
Student Learning Practice |
| Selects rigorous learning experiences. | Persevere in making sense of rigorous problems. |
| Makes learning experiences accessible to all students without compromising the rigor in the problem. | Seek out multiple approaches to solving a problem. |
| Expects students to justify their reasoning for all answers, whether correct or incorrect. | Use multiple representations when solving problems such as symbols, diagrams, graphs, words, etc. |
| Selects learning experiences that represent a balance of conceptual understanding and procedural fluency. | Understand math concepts and use procedures appropriately. |
| Use appropriate tools strategically, including mental calculations, that fit the situation. | |
| Look closely to discern a pattern or structure. |
Focus & Coherence
Teacher Best Practice |
Student Learning Practice |
| Understands the expectation of the standard to be taught and its connection to previous standards; aligns the lesson to grade level content and practice standards. | Connect their current learning to previously learned standards. |
| Differentiates instruction based on student needs. | Use math to contextualize and/or decontextualize problems. |
| Selects problems that provide opportunities for students to contextualize and/or decontextualize. | Apply the math they know to solve real-world problems. |
| Selects problems that provide opportunities for students to apply math to real-world situations. |
Formative Assessment
Teacher Best Practice |
Student Learning Practice |
| Uses data to make instructional decisions based on student need. | Take responsibility for their learning by monitoring their progress toward a learning target. |
| Provides feedback to students or structures opportunities for students to provide feedback to each other. | Evaluate the reasonableness of their results using feedback from the teacher or a peer. |
| Identifies and communicates the learning target(s) of the lesson. | Articulate what they are learning and why. |
| Implements a variety of strategies to monitor student learning. |
