Jan 20, 2016 - Teacher monitors the progress of groups of students in the curriculum, using prompts to elicit information.

Jan 20, 2016 - 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.

Jan 20, 2016 - The teacher monitors the progress of groups of students in their learning through the use of diagnostic prompts to ensure understanding.

Jan 20, 2016 - 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.

Jan 20, 2016 - 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.

Jan 20, 2016 - Teacher's feedback to students about where they are in meeting the learning targets is timely and specific.

Jan 20, 2016 - Teacher's feedback to students is timely and of high quality, pointing out well done work to guide the class in their task.

Jan 20, 2016 - Teacher's feedback to the student is specific, timely and requires the student to explain his thinking.

Jan 20, 2016 - The teacher's feedback to students is timely and uses high-quality questions to guide student thinking; he then asks students to use that learning to develop alternate solutions to the problem.

Jan 20, 2016 - Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

Jan 20, 2016 - Teacher creates a discussion among students in pairs that requires prediction.