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Common Core: Standard
Common Core: ELA
Common Core: Math
699 Results
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- The teacher persists in seeking approaches for assisting a student who is having difficulty learning a concept, drawing on a broad repertoire of strategies.
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- The teacher uses varied approaches for students who have difficulty learning the concept, using concrete models and guided directions to help clarify their understanding.
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- The teacher uses instructional groups that are productive, engaging, and fully appropriate to the instructional purposes of the lesson.
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- Instructional groups are productive, focused and appropriate to the instructional purposes of the lesson.
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- The instructional groups are productive and are appropriate to the students and to the instructional purposes of the lesson. All students are fully engaged.
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- Students in the established instructional groups are productive and engaged in the task set before them.
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- The teacher's explanation of content is appropriate and connects with the students' prior knowledge of base ten materials.
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- 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).
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- Instructional materials and resources are suitable to the instructional purposes and are hands-on, thereby engaging students mentally.
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- Instructional materials and resources are suitable to the instructional purposes and hands-on, thereby engaging the students mentally.
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- Instructional materials and resources are suitable to the instructional purposes and engage students mentally.
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- The teacher formatively assesses the individual student to determine her understanding of the processes.
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- Teacher monitors the progress of groups of students in the curriculum, asking questions of the students to diagnose understanding of the material.
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- Teacher monitors the progress of groups of students in their work, using simple prompts to elicit information about the work from the students.
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- Teacher monitors the progress of groups of students in the curriculum, using prompts to elicit information.
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- The teacher monitors the progress of groups by asking questions of group representatives which allow him to elicit levels of understanding.
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- 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.
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- 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.
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- The teacher monitors the progress of groups of students in their learning through the use of diagnostic prompts to ensure understanding.
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- The teacher monitors the progress of groups of students in the curriculum, eliciting information about student learning through the use of diagnostic prompts.
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- 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.
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- 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.
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- 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.
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- Teacher's feedback to student is timely and of high quality, helping her organize her thinking.