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Common Core: Standard
Common Core: ELA
Common Core: Math
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 The teacher's feedback to students is timely and individualized as she walks around the class and formatively assesses the students' work.

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

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

 Teacher monitors the progress of groups of students in the curriculum, asking questions of the students to diagnose understanding of the material.

 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.

 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.

 Assignment is appropriate for the students, who are both cognitively engaged in exploring content.

 Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

 The teacher's purpose for the lesson is clear to the students, including how it connects to previous learning experiences.

 Teacher responds to students' comments. Responses challenge student thinking and enhance understanding.

 The teacher's purpose for the activity is clear.

 Teacher's procedure for checking for student understanding is clear to students.

 Both students demonstrate attention to detail and take pride in their work, initiating improvements by trying different setups to solve the problem.

 Smallgroup work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Notice that both students were working on the problem.

 Standards of conduct are clear to all students as they replace their materials. Teacher gently refocuses students.

 Teacher ensures that standards of conduct in pair work are clear to all students by reviewing them in a large group conversation.

 Standards of conduct are clear to all students, with the teacher giving clear directions for the transition.

 Procedures and standards of conduct occur smoothly, with a gentle refocusing of one student.

 Standards of conduct are clear to all students, with the teacher giving clear directions for the transition.

 The teacher's procedure to check for understanding occurs smoothly, with little loss of instructional time. Students assume some responsibility for their own evaluation.

 The teacher's routines/procedures occur smoothly, with little loss of instructional time. The students assume some responsibility for their learning under teacher direction.

 Teacher's grouping results in small group work being well organized and students are productively engaged at all times, with students assuming responsibility for productivity. Students work...

 Teacher's grouping results in small group work being well organized with students productively engaged and assuming responsibility for productivity. Students work independently and...

 The teacher changes her lesson midstream (at the beginning of the clip) to meet a need, and then monitors student work, making adjustments and corrections on an asneeded basis.