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Section 6 | instruction

Ultimately success on STAAR is based on the quality of learning in the classroom. Instruction must be at a high level, and students must be given opportunities to apply their learning in day to day instruction and assessment. Leaders create structures to help teachers teach at the levels at which the standards themselves are written. Leaders monitor the level of rigor and identify the teachers on their campuses who have demonstrated skill in this area.


Revised Bloom’s Taxonomy

Purpose: Connect levels of cognitive rigor of the TEKS assessed on STAAR. Create a common vocabulary for instructional rigor.

1. Distribute the Revised Bloom’s Taxonomy
2. Review the changes at the higher levels
3. Review the chart
4. Pay particular attention to the sample activities
5. Ask teachers to give examples of how those activities are used in class
6. Review the questions and ask teachers to add to them

Tools & Templates:
• Revised Bloom’s Taxonomy


Unpacking the TEKS – Ready for STAAR

Purpose: Connect levels of cognitive rigor of the TEKS assessed on STAAAR. Unpack designated TEKS to reveal their cognitive complexity.

1. Distribute the Revised Bloom’s Taxonomy
2. Select a readiness standard that has been historically difficult to teach
3. Have teachers complete the chart
4. Differentiate between the performance part of the standard that tells what students are supposed to do from the content part of the standard which tells what students are supposed to know
5. Identify the standard type
6. Use the STAAR Teacher Field Guide Materials to note level of difficulty
7. Continue with all or selected standards

Tools & Templates:
• Unpacking the TEKS – Ready for STAAR