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

Jan 20, 2016 - Students in the established instructional groups are productive and engaged in the task set before them.

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

Jan 20, 2016 - The teacher formatively assesses the individual student to determine her understanding of the processes.

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 - 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 the curriculum, eliciting information about student learning through the use of diagnostic prompts.