Grade + subject application
T-TESS Instruction in High School Science
Use prediction, evidence, modeling, lab reasoning, and responsive checks for understanding.
Framework context: Connect planning, instruction, learning environment, and professional practice to concrete student evidence while following the district's current T-TESS materials.
What this can look like in High School Science
- clear modeling or explanation only where it is needed
- students doing the intellectual work for a substantial portion of the lesson
- teacher adjustments based on student responses
Student evidence
- apply, explain, compare, create, solve, or revise
- use a model and then move toward independence
- respond to a changed prompt or scaffold when evidence shows a need
Possible artifacts
- student work across lesson phases
- teacher decision-point notes
- task sequence moving from access to rigorous application
Common weak version: Instruction is polished and teacher-centered, but students have limited opportunity to produce evidence of thinking.
Stronger version: Instruction releases meaningful cognitive work to students, checks understanding during the process, and adapts support, pacing, or extension based on evidence.