3.4

Indicators of the Standards for Effective Pedagogy

The Standards for Effective Pedagogy Framework

The Standards for Effective Pedagogy were established through CREDE research and through an extensive analysis of the research and development literature in education and diversity. The standards represent recommendations on which the literature is in agreement across all cultural, racial, and linguistic groups in the United States, all ages levels, and all subject matters. Thus, they express the principles of effective pedagogy for all students. Even for mainstream students, the standards describe the ideal conditions for instructional; but for students at-risk of educational failure, effective classroom implementation of the standards is vital.


Joint Productive Activity (JPA)

Teacher and Students Producing Together

Indicators of Joint Productive Activity

The Teacher:


Language and Literacy Development (LLD)

Developing Language and Literacy Across the Curriculum

Indicators of Language and Literacy Development

The Teacher:


Contextualization (CTX)

Making Meaning: Connecting School to Students’ Lives

Indicators of Contextualization

The Teacher:


Challenging Activities (CA)

Teaching Complex Thinking

Indicators of Challenging Activities

The Teacher:


Instructional Conversation (IC)

Teaching through Conversation

Indicators of Instructional Conversation

The Teacher:


Source

Center for Research on Education, Diversity & Excellence (CREDE). Reprinted with permission. 


Adapted with permission from:                                                                                             

Teemant, A. & Pinnegar, S. (2007). Understanding Langauge Acquisition Instructional Guide. Brigham Young University-Public School Partnership. 

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.