http://www.learner.org/workshops/socialstudies/pdf/session6/6.AuthenticInstruction.pdf
Five Standards of Authentic Instruction
1.Higher-Order Thinking
lower-order thinking only 1...2...3...4...5 higher order thinking is central
Criteria for higher-order thinking:
3 = Students primarily engage in routine LOT operations a good share of the
lesson. There is at least one significant question or activity in which some
students perform some HOT operations.
4 = Students engage in an at least one major activity during the lesson in
which they perform HOT operations. This activity occupies a substantial
portion of the lesson, and many students perform HOT.
2.Depth of Knowledge
knowledge is shallow 1...2...3...4...5 knowledge is deep
Criteria for depth of knowledge:
2 = Knowledge remains superficial and fragmented; while some key concepts
and ideas are mentioned or covered, only a superficial acquaintance or
trivialized understanding of these complex ideas is evident.
3 = Knowledge is treated unevenly during instruction; that is, deep
understanding of something is countered by superficial understanding of
other ideas. At least one significant idea may be presented in depth and
its significance grasped, but in general the focus is not sustained.
3.Connectedness to the World Beyond the Classroom
no connection 1...2...3...4...5 connected
Criteria for connectedness:
1 = Lesson topic and activities have no clear connection to issues or experience
beyond the classroom. The teacher offers no justification for the work
beyond the need to perform well in class.
5 = Students work on a problem or issue that the teacher and students see as
connected to their personal experiences or contemporary public situations.
They explore these connections in ways that create personal meaning.
Students are involved in an effort to influence an audience beyond their
classroom; for example, by communicating knowledge to others, advocating
solutions to social problems, providing assistance to people, or creating
performances or products with utilitarian or aesthetic value.
4.Substantive Conversation
no substantive conversation 1...2...3...4...5 high-level substantive conversation
High levels of substantive conversation are indicated by three features:
* There is considerable interaction about the ideas of a topic (the talk is
about disciplined subject matter and includes indicators of higherorder
thinking such as making distinctions, applying ideas, forming
generalizations, raising questions, and not just reporting experiences,
facts, definitions, or procedures).
* Sharing of ideas is evident in exchanges that are not completely scripted
or controlled (as in a teacher-led recitation). Sharing is best illustrated
when participants explain themselves or ask questions in complete sentences
and when they respond directly to comments of previous speakers.
* The dialogue builds coherently on participants’ ideas to promote improved
collective understanding of a theme or topic.
Criteria for substantive conversation:
To score 2 or above, conversation must focus on subject matter as in feature (1) above.
2 = Sharing (2) and/or coherent promotion of collective understanding (3)
occurs briefly and involves at least one example of two consecutive
interchanges.
4 = All three features of substantive conversation occur, with at least one
example of sustained conversation (that is, at least three consecutive
interchanges), and many students participate.
5.Social Support for Student Achievement
negative social support 1...2...3...4...5 positive social support
Criteria for social support:
2 = Social support is mixed. Both negative and positive behaviors or comments
are observed.
5 = Social support is strong. The class is characterized by high expectations,
challenging work, strong effort, mutual respect, and assistance in
achievement for almost all students. Both teacher and students demonstrate
a number of these attitudes by soliciting and welcoming contributions from
all students. Broad student participation may indicate that low-achieving
students receive social support for learning.
