Final 7.29.

14
Castleberry ISD Instructional Rounds

Problem of Practice: Data indicates that student tasks are not at the Blooms higher level which
stimulate a students thinking. Tasks are defined as opportunities for students to verbalize,
write or demonstrate their thinking through collaboration, answering questions, completing
group and independent work, discussion and/or reflections. Higher level thinking is defined as
using cognitive processes at the apply, analyze, evaluate, or create level.
Theory of Action: If student tasks are planned, facilitated, monitored and assessed at a higher
level, then students will be successful, independent thinkers, communicators, and problem
solvers in all environments, situations, and circumstances.
Essential Questions:
1. What is the task? (Script)
2. What questions are teachers asking? (Script)
3. What are the students responses in relation to the task? (Script)

Descriptive Evidence Analysis:
EQ1:
Percentage of engagement time (teacher vs. student) recorded in minutes
Task format (whole group, group work, independent )-frequency of
Blooms level of tasks using CISD cognitive rubric

EQ2:
Question levels (procedural versus content)
Cognitive level of content questions
Frequency and length of think time given to students

EQ3:
Blooms level of student responses using CISD student response rubric

Language of Instruction:
Task: what a student does (think/wait time; answer a question; complete group or partner
work; classroom discussion/student talk; reflection / verbal, written, blogging.
Level: based on Blooms Taxonomy
Thinking: expression of student thoughts; verbalization/written/drawn/projects