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Common Core: ELA
Common Core: Math
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 The teacher's feedback to students is timely, uses a common rubric, and connects to specific examples from the students' work.

 The teacher's feedback to students encourages them to continue building on each other's ideas.

 The teacher's feedback to students is timely and tied directly to the goals of the lesson.

 The teacher smoothly makes a minor adjustment to a lesson based on an identified need to clarify understanding.

 The teacher persists in seeking approaches for assisting a student who is having difficulty learning a concept, drawing on a broad repertoire of strategies.

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

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

 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 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.

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

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

 The teacher's questions are of high quality, asking students to explain their answers. He provides adequate time for participating students to respond.

 The teacher's questions are of high quality and time is provided for students to respond to his questions and to asnwers from their peers.

 The teacher's questions are of high quality and allow the students time to process before responding.

 The teacher's structure allows students to assume considerable responsibility for the success of the discussion as they contribue and call on each other.

 The structure allows students to assume responsibility for the success of the discussion, making unsolicited contributions.

 Structure allows students to assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

 Teacher provides a question that creates a genuine discussion among students, then lets them work together to discuss it.

 Teacher provides clear directions to the students, has them review those directions with each other, and then again with the class as a whole.

 Teacher responds to student process error with an upbeat tone and a gentle correction, and then acknowledges what he got correct. Students ask for clarification of a task, and the teacher responds...

 Smallgroup work is well organized. The teacher takes the time to have students reflect and review their roles in the group at their tables, then checks for understanding using cold calls.

 Students continue to be productively engaged in learning once the teacher walks away from the group.