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

 Teacher creates genuine discussions among students, stepping aside when appropriate. The students are comfortable with this format, asking questions of the teacher and of each other.

 The teacher successfully engages all students in the discussion with each other and then follows up with a student instructing the class.

 The teacher successfully engages the students in discussion, drawing out more indepth answers.

 The teacher successfully engages all students in the discussion by asking them to explain their reasoning.

 All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate conversations about the assignment in order to enhance their own...

 The assignment is appropriate for students, and the students are cognitively engaged in exploring the reading content.

 Assignment is appropriate to students, and all students are cognitively engaged in exploring the vocabulary.

 The assignment is appropriate to students and the students are cognitively engaged in exploring content.

 Assignment is appropriate for the students, who are both cognitively engaged in exploring content.

 Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

 Assignment is appropriate to students, and all students are cognitively engaged in exploring the vocabulary in the reading material.

 Instructional pairs are productive and focused on the work. The groupings are appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

 Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

 Instructional groups are productive and appropriate to the instructional purposes of the lesson. The students politely debate multiple methods for reaching an answer.

 Instructional groups are productive and appropriate to the instructional purposes of the lesson. The students politely debate multiple methods for reaching an answer.

 Instructional groups are productive and fully appropriate to the students, with the teacher providing additional support to the students who need it, while other groups work independently.

 Instructional groups are productive and fully appropriate to the instructional purposes of the lesson. Students help each other with the activity.

 Instructional groups are productive in charting results, which is appropriate to the instructional purposes of the lesson.

 Instructional groups are productive, focused on the task, thoughtful and tied to the instructional purposes of the lesson.

 Instructional groups are productive and appropriate to the instructional purposes of the lesson, as students help each other complete the problem.

 Instructional groups are productive and focused, and tied to the instructional purposes of the lesson.