Instructional Strategy Self-Assessment (ISSA)
- This evaluation summarizes many of the effective classroom instructional strategies that will maximize learning and create a relationship-centered learning community.
- It is always helpful to know how we make the classroom a place where people want to learn. This self-assessment will help you see how well you use the strategies and what you could be doing to help your students get the most from your teaching. It will also help you focus on what you want to learn. We will cover many of these strategies and you will be able to identify which ones are most important to you and your subject matter.
- Next to each strategy is a range of numbers. Circle the level of competency you feel you have mastered regarding each strategy.
0 = Not doing it/Don’t know what it is
1 = Sometimes doing it
2 = Doing it
3 = Doing it often and appropriately
4 = Doing it consistently and is habit.
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I. When writing objectives
I have a clear idea of where my students are going, how they will get there, and how I know they have arrived.
I make sure they are easily measurable.
I set up groups with clear rules and guidelines.
I give tasks to be completed in a logical, sequential order.
I define a reasonable timeline for completing the task.
I check for understanding by using techniques such as having the students repeat instructions (say it back), signal (thumbs up), or ask them questions.
II. When presenting new information,
I have a clear idea of the two or three main points I want to make
I illustrate the points verbally with anecdotes, metaphors, examples, or humor.
I illustrate the points visually with pictures, diagrams, movie/TV clips or comics.
I walk around the room and make eye contact with everyone.
II. When presenting new information,
I make sure that people are actively engaged by asking questions.
I make sure that people are actively engaged by watching body language.
I make sure that people are actively engaged by changing pace and tone.
I make sure that people are actively engaged by keeping teacher talk short and to the point.
III. When I assign group work,
I organize my groups before giving instructions.
I assign group roles.
I make sure there are appropriate guidelines displayed in the room.
I evaluate compliance with guidelines regularly.
III. When I assign group work
I use the following: think-pair-share
I use the following: round robins
I use the following: brainstorming
I use the following: signaling
I use the following: sampling
IV. When processing the students’ learning
I ask open ended questions
I use wait time after asking questions.
I accept multiple answers.
I use respectful responses.
I help students personalize their learning.
I help students analyze their learning.
V. When evaluating the success of my lesson
I reread my objectives and evaluate the students’ responses.
I pat myself on the back for the parts of the lesson that were successful.
I make notes as to what I could change or enhance next time.
a) What would you score on the ISSA?
Grading can be reviewed and adjusted.Grading can be reviewed and adjusted.
This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
b) What have you learned that will help you in the classroom?Grading can be reviewed and adjusted.Grading can be reviewed and adjusted.
c) What might you do to improve your skills in this area?Grading can be reviewed and adjusted.Grading can be reviewed and adjusted.