La Joya Independent School District

 

Teachers capture student attention and motivate learning by connecting to background knowledge and student interests. They also determine current levels of knowledge and skill to set the stage for success.

Ex: Quick Writes, Virtual Field Trips, Think-Pair-Share, Video Clips, Imagery

Video Feedback: This was a strong approach to introducing division with remainders. In addition, the high-quality instructional materials available in mathematics classrooms include embedded learning activations that can further enhance student engagement and help build a solid foundation for upcoming concepts.

 

Teachers explicitly teach the targeted skill or concept, breaking it into learnable parts. Lessons focus on grade-level expectations, address misconceptions, and include frequent checks for understanding with repetition and reteaching when needed.

Ex: Think-A Louds, Mnemonic Devices, Use of Visuals, Slide Decks, Manipulatives

Video Feedback: This portion of the lesson highlights the Explicit Instruction phase, where teachers intentionally plan for frequent modeling, think-alouds, and direct teaching. During this part of the Lesson Structure, teachers make their thinking visible and provide clear, guided examples to ensure students develop a deep understanding of the content before transitioning to interactive and independent practice.

 

Students and teachers work together to co-construct learning. Students collaborate in pairs or groups with teacher support, while scaffolds and checks for understanding help address individual needs. These checks can guide if there is need for more explicit instruction.

Ex: Multiple Response Strategies (e.g., Think-Pair-Share, Total Physical Response)

Video Feedback: Interactive practice involves co-construction of ideas and content. While the teacher did provide a model of the beginning of the summary. The lesson can continue to be enhanced by utilizing student feedback to produce the full summary. That exemplifies interactively completing the task aligned to the skill being taught.

 

Students apply the lesson’s targeted skill on their own. They demonstrate understanding through speaking, listening, reading, and writing. The teacher monitors progress, provides feedback, and offers small-group or one-on-one support as needed.

Ex: Structured Conversations, Constructed Responses, Project Creation & Design,
Problem-Solving, Experiments

Video Feedback: During independent practice students were able to independently demonstrate understanding of the lesson’s targeted skill or concept.While the teacher effectively monitored student participation and provided one-to-one support, the impact of this phase can be strengthened by using the information gathered during these checks to address whole-class misconceptions. Reinforcing common errors and clarifying expectations with all students before moving on to Demonstration of Learning allows students to deepen understanding, and solidify understanding of content.

 

Teachers evaluate student mastery of grade-level skills. They analyze data to make instructional adjustments for all learners, including SPED, Emergent Bilingual, and Gifted/Talented students, and use results to plan targeted interventions.

Examples: Checks for Understanding · Exit Tickets · STAAR-Aligned Questions

Video Feedback: Demonstration of learning is a practice that is continuously evolving as teachers refine their approach to gradually releasing students through each component of the Lesson Structure. Here the teacher provides additional practice (model think aloud) prior to releasing students to  the Demonstration of Learning (DOL) phase, it is essential that teachers provide clear exemplars and multiple opportunities for students to demonstrate understanding and mastery as they are released to independent practice.

 

Teachers wrap up the lesson by reviewing the skill or concept and previewing what comes next. Students reflect on their mastery and set new goals, while teachers reflect to prepare the next lesson.

Video Feedback: Closure serves to bring the learning full circle by connecting student reflection to the lesson’s purpose. The teacher reviewed the objective and allowed individual students to share what they learned, helping to reinforce key takeaways. To deepen this practice, teachers may incorporate a quick turn and talk that would allow all students to share their ideas and collectively articulate how the day’s learning connects to the overall lesson purpose. This ensures that all students leave the lesson with a clear understanding of what was learned and why it matters.

 

At La Joya ISD, our goal is to ensure every student receives high-quality instruction every day. This video provides an overview of Spot Checks and the Rubric used. This process is designed to help us identify district-wide trends and patterns in teaching and learning.

 

Modeling lessons during PLC is a critical step that takes place after pre-work is completed and before instruction moves into the classroom. This process emphasizes the use of guiding questions, intentional modeling and feedback, and completion of the DOL to ensure lesson readiness. Effective PLCs support strong first instruction by allowing teachers to make adjustments, ensure alignment to lesson expectations, and plan intentionally for all student populations.

 

 

Modeling lessons during PLC is a critical step that takes place after pre-work is completed and before instruction moves into the classroom. This process emphasizes the use of guiding questions, intentional modeling and feedback, and completion of the DOL to ensure lesson readiness. Effective PLCs support strong first instruction by allowing teachers to make adjustments, ensure alignment to lesson expectations, and plan intentionally for all student populations.