Jan 20, 2016 - The teacher's feedback to students is timely and individualized as she walks around the class and formatively assesses the students' work.
Jan 20, 2016 - The teacher persists in finding new ways to assist a student who is struggling with a concept, providing multiple opportunities for understanding.
Jan 20, 2016 - The teacher persists in seeking approaches for assisting a student who is having difficulty learning a concept, drawing on a broad repertoire of strategies.
Jan 20, 2016 - The teacher uses varied approaches for students who have difficulty learning the concept, using concrete models and guided directions to help clarify their understanding.
Jan 20, 2016 - The instructional groups are productive and are appropriate to the students and to the instructional purposes of the lesson. All students are fully engaged.
Jan 20, 2016 - The teacher's explanation of content is appropriate and connects with the student's prior knowledge by stepping him from hands-on materials to the abstract (written numbers).
Jan 20, 2016 - Teacher monitors the progress of groups of students in the curriculum, asking questions of the students to diagnose understanding of the material.
Jan 20, 2016 - Teacher monitors the progress of groups of students in their work, using simple prompts to elicit information about the work from the students.
Jan 20, 2016 - The teacher monitors the progress of groups by asking questions of group representatives which allow him to elicit levels of understanding.
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 - 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.
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, eliciting information about student learning through the use of diagnostic prompts.
