CW Magazine-Winter Edition November 2014 | Page 32

Classroom Discussion
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential component: Commitment to the success of all students and to improving
the quality of instruction.
Classroom Discussion
Exemplary proficiency
Ideal Implementation

Essential Function
The teacher has prepared
the classroom for classroom
discussion: by establishing a
classroom climate that
promotes active participation.
The teacher is preparing to
assess classroom discussion and
has a well-developed plan and
implements a plan for both
student and group evaluation.

The teacher creates a scaffold
of student understanding of the
context for the discussion.

The teacher plans and models
what classroom discussion looks
like and sounds like.

The teacher observes and
monitors student participation
and thinking throughout the
discussion process.

The teacher has created a
plan for both student and
group evaluation of
classroom discussion.

The teacher provides highquality opportunities for group
as well as individual selfassessment.

There is well-established and supported
supporting intraclass relationships (teacherstudent, student-student) based on these
indicators: respect, trust, shared responsibility.
>80% of these practices are observed and
evident in the classroom:
Formative assessment continuums for both
individual students and groups,
Individual student and group self-assessment
instruments, and
Opportunities for whole group, small group, and
individual student reflection.
The teacher has demonstrated confirmation of
student understanding including >80% of these
practices:
clear expectations and outcomes,
alignment with academic standards,
connections to previous learning,
appropriate background for the discussion topic,
and question profiles for the focus of the
discussion.
The teacher plans, models, and demonstrates
effective discussion facilitation behaviors and
processes.
Language for classroom collaboration includes
attention to activity protocols.
The teacher utilizes a variety of group structures
and configurations based on content complexity,
student needs, and student interests.
Throughout the context of the discussion, the
teacher offers guidance and clarification only
when necessary to:
Maintain momentum.
Seek and/or provide clarification.
Build Understanding.
The teacher continually assesses both group and
student functioning based upon a set of consistent
and articulated standards for participation.
The assessment plan includes formative
assessment continuums for both individual students
and groups.
The teacher has demonstrated there are
opportunities high quality whole group, small
group, and individual student reflection as part
of the learning activity.
Throughout the classroom discussion, >80% of
these items are met to learn about independent
understanding:
4-point rubric on group functioning
4-point rubric on individual participation in the
group process
Follow-up whole class discussion
Follow-up group conferencing
Follow-up individual conferencing when

*Evidence: Fidelity Checklist, Student Data

Proficient
The teacher has consistently Established and supported
intraclass relationships (teacher- student, student-student)
based on respect, trust, shared.

80% of these practices are consistently observed and
evident in the classroom:
Formative assessment continuums for both individual
students and groups,
Individual student and group self-assessment instruments,
Opportunities for whole group, small group, and
individual student reflection.
The teacher consistently ensures student understanding of
the context for the discussion including 80% of these
practices:
clear expectations and outcomes,
alignment with academic standards,
connections to previous learning,
appropriate background for the discussion topic, and
question profiles for the focus of the discussion.
The teacher consistently models and demonstrates
effective discussion facilitation behaviors and processes.
Language for classroom collaboration includes attention
to activity protocols.
The teacher consistently utilizes a variety of group
structures and configurations based on either content
complexity, student needs, or student interests.
On a consistent basis, the teacher offers guidance and
clarification only when necessary to:
Maintain momentum.
Seek and/or provide clarification.
Build Understanding.
The teacher consistently assesses both group and student
functioning based upon a set of articulated standards for
participation.
The teacher has begun a plan for student and/ or group
evaluation that includes formative assessment continuums
for individual students and/or groups.
T