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Rubrics: Danielson
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 Teacher monitors the progress of groups of students in the curriculum, asking questions of the students to diagnose understanding of the material.

 Teacher monitors the progress of groups of students in their work, using simple prompts to elicit information about the work from the students.

 Teacher monitors the progress of groups of students in the curriculum, using prompts to elicit information.

 The teacher monitors the progress of groups by asking questions of group representatives which allow him to elicit levels of understanding.

 The teacher monitors the progress of groups of students as they work, making limited use of diagnostic prompts to elicit information and guide the learning.

 Teacher monitors the progress of groups of students in the curriculum, making use of the student responses to address different models for completing the task.

 The teacher monitors the progress of groups of students in their learning through the use of diagnostic prompts to ensure understanding.

 The teacher monitors the progress of groups of students in the curriculum, eliciting information about student learning through the use of diagnostic prompts.

 The teacher monitors the progress of groups of students in the curriculum, asking questions of the students to diagnose understanding of the material and to guide learning.

 The teacher has a structure in place for eliciting diagnostic information from  and monitoring the progress of  individual students regarding their understanding of the material.

 The teacher monitors the progress of a group of students in the curriculum, asking questions and prompting the students in order to elicit information about their understanding of the material.

 Teacher's feedback to student is timely and of high quality, helping her organize her thinking.

 Teacher's feedback to students about where they are in meeting the learning targets is timely and specific.

 Teacher's feedback to students is timely and of consistently high quality.

 Teacher's feedback to students is timely and of high quality, pointing out well done work to guide the class in their task.

 The teacher listens carefully to student answer and comments on her thoughts immediately.

 Teacher's feedback to the student is specific, timely and requires the student to explain his thinking.

 The teacher's feedback to students is timely and focused to guide the discussion.

 The teacher's feedback to students is timely and uses highquality questions to guide student thinking; he then asks students to use that learning to develop alternate solutions to the problem.

 The teacher's feedback to students supports their understanding of the text in a timely manner through quality questions and connections to known elements.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

 Teacher creates a topic around which students can have a discussion without teacher oversight.

 Teacher creates a discussion among students in pairs that requires prediction.

 Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.