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Common Core: Standard
Common Core: ELA
Common Core: Math
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 The teacher persists in finding new ways to assist a student who is struggling with a concept, providing multiple opportunities for 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.

 The teacher uses varied approaches for students who have difficulty learning the concept, using concrete models and guided directions to help clarify their understanding.

 The teacher uses instructional groups that are productive, engaging, and fully appropriate to the instructional purposes of the lesson.

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

 The instructional groups are productive and are appropriate to the students and to the instructional purposes of the lesson. All students are fully engaged.

 Students in the established instructional groups are productive and engaged in the task set before them.

 The teacher's explanation of content is appropriate and connects with the students' prior knowledge of base ten materials.

 The teacher's explanation of content is appropriate and connects with the student's prior knowledge by stepping him from handson materials to the abstract (written numbers).

 Instructional materials and resources are suitable to the instructional purposes and are handson, thereby engaging students mentally.

 Instructional materials and resources are suitable to the instructional purposes and handson, thereby engaging the students mentally.

 Instructional materials and resources are suitable to the instructional purposes and engage students mentally.

 The teacher formatively assesses the individual student to determine her understanding of the processes.

 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.