STAR Framework
The STAR Framework for Powerful Teaching and Learning is an instructional framework that organizes the indicators of Powerful Teaching and Learning into an understandable
construct. Educators use the STAR Framework to guide their practices - instructional strategies and pedagogical habits - that improve their effectiveness and help all students learn.
A clear and common definition of effective teaching and learning is critical to learning how to change instructional practice. Both brain-related and school-related research findings
point to common elements of student experience that correlate with higher achievement scores.
These elements are identified in the STAR Framework as Essential Components of Powerful Teaching and Learning. Using the STAR Framework as a tool to improve pedagogy,
educators first internalize the philosophy of Powerful Teaching and Learning and learn to recognize its components in classroom practice, before considering specific classroom
strategies. There are five Essential Components: Skills, Knowledge, Thinking, Application, and Relationships.
Essential Components of Powerful Teaching and Learning
S
Skills and/or Knowledge are manifested as the teacher provides opportunities for students to
develop rigorous conceptual understanding, not just recall.
T
Thinking is evident as the teacher provides opportunities for students to respond to open-ended
questions, to explain their thinking processes, and to reflect to create personal meaning.
A
Application of skills, knowledge, and thinking is evident as the teacher provides opportunities for
students to make meaningful personal connections and to extend their learning within and beyond
the classroom.
R
Relationships are positive as the teacher creates optimal conditions for learning, maintains high
expectations, and provides social support and differentiation of instruction based on student needs.
You will notice that the STAR Framework is titled with a four-part acronym, although it is comprised from five Essential Components. The “S” in the STAR Framework
encompasses both the Skills and Knowledge necessary to acquire or express conceptual understanding. When using the STAR Protocol as a data-collection research instrument we
look for Skills and/or Knowledge in the classroom. The overall Powerful Teaching and Learning score is not impacted if we only see one or the other during a 30-minute research
observation because some lessons are knowledge-focused and some are skills-focused. Therefore, during the development of the STAR as a research tool, we combined the two
(S/k). When the STAR Framework is used to organize Powerful Teaching and Learning for professional development and lesson planning, however, Knowledge appears as a
separate Essential Component, with its own Indicators (SkTAR). In essence, the “K” is silent in STAR. Of course you have probably noticed the “K” is silent in “knowledge” as
well, so we follow a well-established precedent.
Indicators and Strategies of Powerful Teaching and
Learning
Each of the five Essential Components is manifested through a set of three Indicators. Indicators describe what each Essential Component looks like in practice, so that participants
can recognize when each is or is not present. One Indicator in each set focuses on teacher planning and behaviors; the other two Indicators focus on student behaviors that
demonstrate learning. This structure illustrates that the STAR is a Framework for the reciprocal process of teaching and learning, distinct in nature from a teacher-centered
instructional framework. The 15 Indicators help educators organize their thinking and language around Powerful Teaching and Learning and select strategies that support learning
goals.
The STAR Framework for Powerful Teaching and Learning
Combining the Indicators and their Strategies with the Essential Components creates the STAR Framework.
SKILLS
1. Teacher provides an opportunity 2. Students' skills are used to 3. Students demonstrate
for students to develop and/or demonstrate conceptual understanding appropriate methods and/or use
demonstrate skills appropriate tools to acquire/represent
information
KNOWLEDGE
4. Teacher assures the focus of the 5. Students construct knowledge 6. Students engage in significant
lesson is clear to all students and that and/or manipulate information to communication, which could include
activities/tasks are aligned with the build on prior learning, to discover speaking/writing, that builds and/or
lesson objective/purpose new meaning, and/or to develop demonstrates conceptual knowledge
conceptual understanding, not just and understanding
recall
THINKING
7. Teacher uses a variety of 8. Students develop and/or 9. Students demonstrate verbally or
questioning strategies to encourage demonstrate effective thinking in writing that they are intentionally
students' development of critical processes either verbally or in writing reflecting on their own learning
thinking, problem solving, and/or
communication skills
APPLICATION
10. Teacher relates lesson content 11. Students demonstrate a 12. Students produce a product
to other subject areas, personal meaningful personal connection by and/or performance for an audience
experiences and/or contexts extending learning activities in the beyond the classroom
classroom
RELATIONSHIPS
13. Teacher assures the classroom 14. Students work collaboratively 15. Students experience
is a positive, inspirational, safe, and to share knowledge, complete instructional approaches that are
challenging academic environment projects, and/or critique their work adapted to meet the needs of diverse
learners (differentiated learning)
What is star in deped?
True to its mission of ensuring an enabling and supportive environment for effective teaching and learning process to happen, SDO Navotas
launched Project STAR (School-based Technical Assistance to Raters) Patrol on December 09, 2019 at Navotas Elementary School
Central.
What is star observation method?
STAR Observation Technique. a supervisory tool which is useful to collect information. from the actual teaching-learning activity in
the classroom. a supervisory tool which is useful to collect information. from the actual teaching-learning activity in the classroom.
CRISS SUPERVISION
It can be gleaned that school heads needs to improve the practices on Criterion- Referenced Instructional Supervision (CRISS)
procedure or competence in the supervision process and giving of technical assistance on lesson planning and guiding teachers to
determine their strengths and weaknesses
