Final Prep Flashcards
(315 cards)
0
Q
Teacher-student interactions: Appropriate to ages, cultures, and developmental levels of students.
A
2a Proficient. Native American Video.
1
Q
Teacher-student interactions: Friendly and demonstrate general caring and respect.
A
2a Proficient. Native American Video.
2
Q
Student-student interactions: Generally polite and respectful, and students exhibit respect for the teacher.
A
2a Proficient. Native American Video.
3
Q
Interactions: Polite, respectful, and business-like.
A
2a Proficient. Native American Video.
4
Q
Classroom culture: A place where learning is valued by all.
A
2b Proficient. Native American Video.
5
Q
Expectations: High for both learning and hard work, and are the norm for most students.
A
2b Proficient. Native American Video.
6
Q
Interactions: Support learning, hard owrk, and the precise use of language.
A
2b Proficient. Native American Video.
7
Q
Procedures: Little loss of instructional time due to effective classroom routines.
A
2c Proficient. Native American Video.
8
Q
Instructional groups: Management is consistently successful.
A
2c Proficient. Native American Video.
9
Q
Transitions: Management is consistently successful.
A
2c Proficient. Native American Video.
10
Q
Classroom routines: With minimal guidance, students follow established routines.
A
2c Proficient. Native American Video.
11
Q
Student behavior: Entirely appropriate.
A
2d Distinguished. Native American Video.
12
Q
Behavior monitoring: Subtle and preventive.
A
2d Distinguished. Native American Video.
13
Q
Instructional purpose: Clearly communicated to students, including where it is situated within broader learning.
A
3a Proficient. Native American Video.
14
Q
Directions and procedures: Explained clearly.
A
3a Proficient. Native American Video.
15
Q
Explanation of content: Scaffolded, clear, and accurate and connects with students’ knowledge and experience.
A
3a Proficient. Native American Video.
16
Q
Spoken and written language: Clear and correct and suitable to students’ ages and interests.
A
3a Proficient. Native American Video.
17
Q
Teacher vocabulary & usage: Correct and entirely suited to lesson, including, where appropriate, explanations of vocabulary.
A
3a Proficient. Native American Video.
18
Q
Questioning: While Teacher may use some low-level questions, poses questions designed to promote student thinking and understanding.
A
3b Proficient. Native American Video.
19
Q
Questioning: Challenges students to justify their thinking.
A
3b Proficient. Native American Video.
20
Q
Questioning: Successfully engages most students in the discussion, employing a range of strategies to ensure that MOST students are heard.
A
3b Proficient. Native American Video.
21
Q
Questioning: Ensures that most students are heard.
A
3b Proficient. Native American Video.
22
Q
Intellectual engagement: Some students are intellectually engaged.
A
3c Basic. Native American Video.
23
Q
Intellectual engagement: Some students are intellectually engaged.
A
3c Basic. Native American Video.
24
Intellectual engagement: Largely passive with content.
3c Basic. Native American Video.
25
Intellectual engagement: Insufficient time to be intellectually engaged.
3c Basic. Native American Video.
26
Criteria awareness: Appears to be partial.
3d Basic. Native American Video.
27
Monitoring learning: For the class as a whole.
3d Basic. Native American Video.
28
Monitoring learning: Through a single method.
3d Basic. Native American Video.
29
Feedback: Mostly general.
3d Basic. Native American Video.
30
Self-assessment: Few students assess their own work.
3d Basic. Native American Video.
31
Teacher-student interactions: Highly respectful.
2a Distinguished. Math Man Video.
32
Student-student interactions: Highly respectful.
2a Distinguished. Math Man Video.
33
Respect for teacher: Students exhibit, and contribute to civility.
2a Distinguished. Math Man Video.
34
Risk: Students comfortable taking risks.
2a Distinguished. Math Man Video.
35
Civility: Students contribute to high levels.
2a Distinguished. Math Man Video.
36
Environment: Students feel valued and comfortable.
2a Distinguished. Math Man Video.
37
Culture: Learning valued by all.
2b Proficient. Math Man Video.
38
Expectations: high for both learning and hard work, norm for MOST students.
2b Proficient. Math Man Video.
39
Regard: Teacher demonstrates high regard for abilities.
2b Proficient. Math Man Video.
40
Interactions: Support learning and hard work.
2b Proficient. Math Man Video.
41
Interactions: support precise use of language.
2b Proficient. Math Man Video.
42
Desire: To understand, students exhibit.
2b Proficient. Math Man Video.
43
Procedures & Routines: Little loss of instructional time due to effective routines.
2c Proficient. Math Man Video.
44
Transitions: Management is consistently successful.
2c Proficient. Math Man Video.
45
Routine compliance: With minimal guidance and prompting, students follow established routines.
2c Proficient. Math Man Video.
46
Behavior: Generally appropriate.
2d Proficient. Math Man Video.
47
Behavior monitoring: Against established standards of conduct.
2d Proficient. Math Man Video.
48
Behavior: Response is consistent, proportionate, respectful, and effective.
2d Proficient. Math Man Video.
49
Instructional purpose: Limited success, directions must be clarified.
3a Basic. Math Man Video.
50
Explanation of content: Purely procedural, no indication of how students can think strategically.
3a Basic. Math Man Video.
51
Vocabulary & usage: Correct but unimaginative.
3a Basic. Math Man Video.
52
Questioning: Lead students through a single path, answers determined in advance.
3b Basic. Math Man Video.
53
Questioning: Interactions predominantly recitation style.
3b Basic. Math Man Video.
54
Engagement: Minimal thinking by students. Little opportunity to explain thinking. Passive.
3c Basic. Math Man Video.
55
Pacing: May not provide time to be intellectually engaged.
3c Basic. Math Man Video.
56
Criteria awareness: Students appear to be partially aware.
3d Basic. Math Man Video.
57
Monitoring of learning: Whole class approach.
3d Basic. Math Man Video.
58
Monitoring of Understanding: Through a single method.
3d Basic. Math Man Video.
59
Monitoring of Learning: Single method without eliciting evidence of understanding.
3d Basic. Math Man Video.
60
Feedback: To groups, accurate and specific.
3d Basic. Math Man Video.
61
Self-Assessment: Some students engage in.
3d Basic. Math Man Video.
62
Teacher-student interactions: Friendly and demonstrate general caring and respect.
2a Proficient. SWAT video.
63
Interactions: Appropriate to ages, cultures, and developmental levels.
2a Proficient. SWAT video.
64
Talk: Teacher-student. Uniformly respectful.
2a Proficient. SWAT video.
65
Respect: Students exhibit respect for the teacher.
2a Proficient. SWAT video.
66
Culture for Learning: Going through the motions.
2b Basic. SWAT video.
67
Culture for Learning: Students appear to be going through the motions.
2b Basic. SWAT video.
68
Culture for Learning: Students interested in completion over quality.
2b Basic. SWAT video.
69
Energy: Neutral, not high commitment, nor external forces.
2b Basic. SWAT video.
70
Commitment: Limited student commitment to complete work. Looking for an easy path.
2b Basic. SWAT video.
71
Language: Teacher urges but does not insist on.
2b Basic. SWAT video.
72
Procedures: Time, little loss of instructional time due to effective procedures.
2c Proficient. SWAT video.
73
Routines: Collection and distribution is efficient.
2c Proficient. SWAT video.
74
Transitions: Consistently successful.
2c Proficient. SWAT video.
75
Instructional group management: Consistently successful.
2c Proficient. SWAT video.
76
Routines & Procedures: With minimal guidance students follow routines.
2c Proficient. SWAT video.
77
Behavior: Entirely appropriate.
2d Distinguished. SWAT video.
78
Monitoring of Behavior: Subtle and preventive. I don't hear a lot of planning going on. A lot of you are seeing if you look good in your goggles, let's focus.
2d Distinguished. SWAT video.
79
Instructional purpose: Attempt has limited success.
3a Basic. SWAT video.
80
Directions: Must be clarified after initial confusion.
3a Basic. SWAT video.
81
Explanations: Do not invite intellectual engagement or understand possible strategies.
3a Basic. SWAT video.
82
Vocabulary Explanation: Rarely takes opportunity to explain.
3a Basic. SWAT video.
83
Questions: Low cognitive challenge, single correct responses, rapid succession.
3b Unsatisfactory. SWAT video.
84
Teacher-student interactions: Recitation style, teacher mediating all questions. Game show moderator.
3b Unsatisfactory. SWAT video.
85
Questioning: Accepts all answers without asking for explanation of thinking or reasoning.
3b Unsatisfactory. SWAT video.
86
Questioning: Attempts to engage are uneven.
3b Unsatisfactory. SWAT video.
87
Tasks & activities: Minimal thinking, little opportunity to explain thinking.
3c Basic. SWAT video.
88
Engagement: Most students passive or merely compliant.
3c Basic. SWAT video.
89
Materials: Few require thinking or explanations of thinking.
3c Basic. SWAT video.
90
Feedback: Absent, or of poor quality.
3d Unsatisfactory. SWAT video.
91
Adjustment: No attempt in spite of confusion.
3d Unsatisfactory. SWAT video.
92
Teacher-student interactions: Friendly, general caring and respect.
2a Proficient. Debate Video
93
Student-student interactions: Polite and respectful to each other.
2a Proficient. Debate video.
94
Respect: Students exhibit respect for teacher.
2a Proficient. Debate video.
95
Interactions: Polite, respectful, business-like.
2a Proficient. Debate video.
96
Culture: A place where learning is valued by all.
2b Proficient. Debate video.
97
Effort: Consistent by students. Students understand role as learners.
2b Proficient. Debate video.
98
Role as Learners: Students understand & consistently expend effort to learn.
2b Proficient. Debate video.
99
Instructional Time: Maximized because of routines.
2c Distinguished. Debate video.
100
Procedures & routines: Instructional time maximized.
2c Distinguished. Debate video.
101
Instructional Groups: Students contribute to management of. Move quickly when signal given. Students take initiative ensuring time used productively, without teacher intervention.
2c Distinguished. Debate video.
102
Transitions: Seamless, students move quickly at teacher direction to ensure smooth transition.
2c Distinguished. Debate video.
103
Behavior: Entirely appropriate, no evidence of student misbehavior.
2d Distinguished. Debate video.
104
Behavior: Self monitoring by students, students take an active role.
2d Distinguished. Debate video.
105
Instructional purpose: Clearly communicated to students. On the board. Take a quick look.
3a Proficient. Debate video.
106
Explanations: Clear and invites student thinking.
3a Proficient. Debate video.
107
Engagement: Students actively work, indicating they understood what to do.
3a Proficient. Debate video.
108
Vocabulary: Clear, appropriate, correct for age of students.
3a Proficient. Debate video.
109
Content errors: None.
3a Proficient. Debate video.
110
Discussion: Genuine among students.
3b Proficient. Debate video.
111
Question timing: Students have ample time to respond.
3b Proficient. Debate video.
112
Questioning: Deeper, probing, stepping aside when necessary.
3b Proficient. Debate video.
113
Discussion participation: Designed to ensure all participate.
3b Proficient. Debate video.
114
Intellectual engagement: All students engaged in challenging content & well-designed learning tasks and activities.
3c Distinguished. Debate video.
115
Activities: Require complex thinking by students.
3c Distinguished. Debate video.
116
Pacing: Provides time to engage with one another. Complex thinking.
3c Distinguished. Debate video.
117
Task Engagement: Students reflect in groups and explain thinking and serve as resource to one another. One found a quote and shared with another.
3c Distinguished. Debate video.
118
Activities: Students explain their positions to one another.
3c Distinguished. Debate video.
119
Criteria awareness. Students appear to be aware of.
3d Proficient. Debate video.
120
Monitoring learning: For groups, circulates, offering suggestions and confirmations.
3d Proficient. Debate Video.
121
Feedback: Accurate, specific, serves to move learning forward.
3d Proficient. Debate Video.
122
Teacher-student interactions: Friendly, general caring & respect. Declaration Video.
2a Proficient. Declaration Video
123
Interactions: Appropriate to age & culture of students. Declaration.
2a Proficient. Declaration Video
124
Talk: Uniformly respectful. Declaration.
2a Proficient. Declaration Video
125
Culture: Cognitively busy place, shared belief in importance of learning.
2b Distinguished. Declaration Video
126
Expectations: High expectations for learning for ALL. Declaration.
2b Distinguished. Declaration Video
127
Expectations: Insists on hard work. Declaration.
2b Distinguished. Declaration Video
128
Expectations: Students assume responsibility for high quality by initiating improvements, revisions, assisting peers. Declaration.
2b Distinguished. Declaration Video
129
Language use: Students assist peers & correct them. Declaration hanged.
2b Distinguished. Declaration Video
130
Routines & procedures: Little loss of time. Consistently successful. Declaration.
2c Proficient. Declaration Video
131
Routines: Minimal guidance, students follow. Declaration.
2c Proficient. Declaration Video
132
Behavior: Entirely appropriate. Declaration.
2d Distinguished. Declaration Video
133
Self-monitoring: Students take active role in self- as well as peer monitoring against established standards. Declaration.
2d Distinguished. Declaration Video
134
Behavior monitoring: Subtle and preventive. Wait a second and I'll get to you. Declaration.
2d Distinguished. Declaration Video
135
Behavior Response: Sensitive to individual needs, respects dignity. Declaration. During laughing & joking, "When we talk, we can't hear each other.
2d Distinguished. Declaration Video
136
Explanations: Thorough, clear, develops conceptual understanding through scaffolding & connecting interests. Declaration.
3a Distinguished. Declaration Video
137
Explanations: Students contribute by extending content & peer explaining & suggesting possible strategies.
3a Distinguished. Declaration Video
138
Vocabulary: Written & spoken is expressive, takes opportunities to extend.
3a Distinguished. Declaration Video
139
Vocabulary: Students contribute to correct use of. Declaration. Hung.
3a Distinguished. Declaration Video
140
Explanations: Clear and imaginative, metaphors and analogies to bring content to life. Declaration.
3a Distinguished. Declaration Video
141
Questioning: Variety or series of questions & prompts, challenging students cognitively. Declaration.
3b Distinguished. Declaration Video
142
Questions: Advance high-level thinking and discourse, promote metacognition. Declaration.
3b Distinguished. Declaration Video
143
Questions: Students formulate many questions, challenge peer thinking, make unsolicited contributions. Declaration.
3b Distinguished. Declaration Video
144
Activities & tasks: Challenge student thinking, invite making thinking visible. Declaration.
3c Proficient. Declaration Video
145
Intellectual engagement: By most students. Declaration.
3c Proficient. Declaration Video
146
Lesson Structure: Clearly defined, appropriate pacing, time to be intellectually engaged. Declaration.
3c Proficient. Declaration Video
147
Monitoring understanding: Through a single method. Declaration.
3d Basic. Declaration Video
148
Monitoring Learning: As a whole. Declaration.
3d Basic. Declaration Video
149
Feedback: General. Declaration.
3d Basic. Declaration Video
150
Self-assessment: Few self-assess own work. Declaration.
3d Basic. Declaration Video
151
Adjustment: In response to assessment is minimal or ineffective. Declaration.
3d Basic. Declaration Video
152
Teacher-student interactions: Friendly, general caring, respect. Contractions.
2a Proficient. Contraction Video
153
Interactions: Appropriate to age, culture, dev. levels. Contractions.
2a Proficient. Contraction Video
154
Student-student interactions: Generally polite, respectful.
2a Proficient. Contraction Video
155
Respect: Students exhibit respect for teacher.
2a Proficient. Contraction Video
156
Interactions: Result is business-like, polite, respectful. Contractions.
2a Proficient. Contraction Video
157
Culture: Learning valued by all. Contractions.
2b Proficient. Contraction Video
158
Expectations: High for learning & hard work norm for all. I should hear you working with your partner. Ready, go.
2b Proficient. Contraction Video
159
Role as learners: Students understand & expend effort to learn. Contractions.
2b Proficient. Contraction Video
160
Interactions: Support learning, hard work, precise use of language. Contractions. All students are engaged, then create with partners.
2b Proficient. Contraction Video
161
Instructional time: Little loss due to procedures.
2c Proficient. Contraction Video
162
Instructional group management: Consistently successful. Contractions.
2c Proficient. Contraction Video
163
Transitions: Consistently successful. Contractions.
2c Proficient. Contraction Video
164
Routine following: With minimal guidance.
2c Proficient. Contraction Video
165
Behavior: Entirely appropriate. Contractions.
2d Distinguished. Contraction Video
166
Behavior, self-monitoring: Students take active role against standards. Contractions. Hands and eyes. Students stop and look at teacher.
2d Distinguished. Contraction Video
167
Behavior Monitoring: Subtle and preventive. Contractions. Hands and eyes.
2d Distinguished. Contraction Video
168
Content errors: Major content error. Contractions.
3a Unsatisfactory. Contraction Video
169
Questioning: Low cognitive challenge. Rapid succession. Contractions. Step one, two, mirror.
3b Unsatisfactory. Contraction Video
170
Discussion interactions: Recitation style, predominantly. Contractions.
3b Unsatisfactory. Contraction Video
171
Lesson Structure: Recognizable. Contractions.
3c Basic. Contraction Video
172
Pacing: May not provide time for intellectual engagement. Contractions.
3c Basic. Contraction Video
173
Tasks: Minimal thinking or opportunity to explain thinking. Contractions.
3c Basic. Contraction Video
174
Tasks: Students passive or merely compliant.
3c Basic. Contraction Video
175
Criteria: Students appear to be aware of. Contractions. Students recite goal of lesson.
3d Proficient. Contraction Video
176
Monitoring learning: Teacher circulates. Contractions.
3d Proficient. Contraction Video
177
Monitoring learning: for groups of students. Contractions.
3d Proficient. Contraction Video
178
Assessment questioning: Used regularly to diagnose evidence of learning. Contraction. What do we do first, second...?
3d Proficient. Contraction Video
179
Feedback: To groups, accurate and specific. Contractions. I want to see the work, not the whole map.
3d Proficient. Contraction Video
180
Teacher-student interactions: Friendly, general caring and respect.
2a Proficient. Asian Math Video
181
Respect: Students exhibit respect for teacher.
2a Proficient. Asian Math Video
182
Culture: Cognitively busy place, shared belief in importance of learning. Asian math.
2b Distinguished. Asian Math Video
183
Expectations for learning: High for all students, insists on hard work.
2b Distinguished. Asian Math Video
184
Responsibility for learning: Students assume. Showed through questions a desire to understand content. Asian Math.
2b Distinguished. Asian Math Video
185
Peer assistance: Students assist classmates in understanding content. I'm waiting for her to help me. Asian math.
2b Distinguished. Asian Math Video
186
Quality initiative: Students take. I need a chance to check my work. Asian math.
2b Distinguished. Asian Math Video
187
Instructional time: Little loss due to effective routines. Asian math.
2c Proficient. Asian Math Video
188
Engagement in groups: Productively engaged. Asian math.
2c Proficient. Asian Math Video
189
Behavior standards: Established, but not consistent. Background noise. Asian math.
2d Basic. Asian Math Video
190
Behavior response: Inconsistent. Asian math.
2d Basic. Asian Math Video
191
Directions: Explained clearly. Asian math.
3a Proficient. Asian Math Video
192
Explaining strategies: Focuses on strategies when working independently. Asian math.
3a Proficient. Asian Math Video
193
Intellectual Engagement: Teacher invites student intellectual engagement. Asian Math.
3a Proficient. Asian Math Video
194
Engagement: Students get to work, showing they understand. Asian math.
3a Proficient. Asian Math Video
195
Questioning: Leads students through single path of inquiry, answers determined in advance. What is 6x + 5y? Asian Math.
3b Basic. Asian Math Video
196
Questioning: Attempts to engage all, few respond.
3b Basic. Asian Math Video
197
Tasks: Designed to challenge thinking.
3c Proficient. Asian Math Video
198
Task Difficulty: Most have multiple correct responses or approaches & encourage student thinking. Asian Math.
3c Proficient. Asian Math Video
199
Explaining thinking: Invited to explain as part of tasks. Asian math.
3c Proficient. Asian Math Video
200
Lesson engagement: Most intellectually engaged.
3c Proficient. Asian Math Video
201
Pacing: Provides time for intellectual engagement.
3c Proficient. Asian Math Video
202
Criteria awareness: Students appear to be aware of. Asian math.
3d Proficient. Asian Math Video
203
Monitoring learning: Monitors learning for groups. Asian math
3d Proficient. Asian Math Video
204
Criteria: Makes standards of high quality clear to students. Asian math.
3d Proficient. Asian Math Video
205
Eliciting: Elicits evidence of understanding. Asian math.
3d Proficient. Asian Math Video
206
Feedback: To groups, accurate and specific. Asian math.
3d Proficient. Asian Math Video
207
Self-assessment: Some students engage. Right, I got it. Asian math.
3d Proficient. Asian Math Video
208
Teacher-student interactions: Friendly, generally caring and respect.
2a Proficient. Mood Tone Video
209
Interactions: Among students, generally polite & respectful. Mood Tone.
2a Proficient. Mood Tone Video
210
Respect: Students exhibit for teacher.
2a Proficient. Mood Tone Video
211
Interactions: General connections with students. Don't put it in your shoe. Mood tone.
2a Proficient. Mood Tone Video
212
Culture: Learning valued by all. Mood tone.
2b Proficient. Mood Tone Video
213
Expectations: High for learning and hard work, norm for MOST. Mood, Tone
2b Proficient. Mood Tone Video
214
Role as Learners: Students understand. Mood Tone
2b Proficient. Mood Tone Video
215
Effort: Students consistently expend to learn. Mood Tone
2b Proficient. Mood Tone Video
216
Interactions: Support learning and hard work. Mood tone.
2b Proficient. Mood Tone Video
217
Hard work: Interactions support. Mood tone.
2b Proficient. Mood Tone Video
218
Language usage: Interactions support precise use of.
2b Proficient. Mood Tone Video
219
Instructional time: Little loss due to effective procedures.
2c Proficient. Mood Tone Video
220
Instructional group management: Consistently successful. Mood tone. And, we're back.
2c Proficient. Mood Tone Video
221
Routines: Minimal guidance students follow. Mood tone. Countdown.
2c Proficient. Mood Tone Video
222
Behavior: Entirely appropriate. No disruptive behavior. Mood tone.
2d Distinguished. Mood Tone Video
223
Behavior monitoring: Subtle & preventive. Mood tone. Walks around class.
2d Distinguished. Mood Tone Video
224
Instructional purpose: Clearly stated, including where it fits. Mood tone.
3a Proficient. Mood Tone Video
225
Directions & explanations: Explained clearly. Mood tone. Clarify with your neighbor.
3a Proficient. Mood Tone Video
226
Strategies: Suggested during explanation. Invite intellectual engagement. Mood Tone.
3a Proficient. Mood Tone Video
227
Vocabulary Usage: Teacher's is precise and serves to extend student understanding.
3a Proficient. Mood Tone Video
228
Questioning: Designed to promote student thinking and understanding. Mood Tone. Tell me about mood and tone from last night's reading. You feel that way because...
3b Proficient. Mood Tone Video
229
Discussion: Genuine discussion among students. Mood tone.
3b Proficient. Mood Tone Video
230
Discussion: Adequate time to respond, and stepping aside when appropriate. Mood tone.
3b Proficient. Mood Tone Video
231
Challenge questions: Challenges students to justify thinking. Mood tone. Explain. What do you think about...
3b Proficient. Mood Tone Video
232
Engagement in Discussion: Strategies ensure MOST students are heard. Mood tone.
3b Proficient. Mood Tone Video
233
Tasks: Designed to challenge student thinking. Invite making learning visible. Mood tone.
3c Proficient. Mood Tone Video
234
Task engagement: Teacher provides scaffolding to support engagement. Mood tone. Share your launch with your partner.
3c Proficient. Mood Tone Video
235
Lesson structure: Clearly defined, pacing appropriate, time to be intellectually engaged. Mood tone.
3c Proficient. Mood Tone Video
236
Assessment Criteria: Students aware of. If you want a C, B, or A... Mood tone.
3d Proficient. Mood Tone Video
237
Diagnosing learning: Questions used regularly to diagnose evidence. Mood tone.
3d Proficient. Mood Tone Video
238
Interactions: Teacher-student, highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Circle of Friends.
2a Distinguished. Circle of Friends
239
Respect: Students exhibit for teacher and contribute to high levels of civility. Students volunteered to get things. Circle of Friends.
2a Distinguished. Circle of Friends
240
Culture: Learning valued by all. Circle.
2b Proficient. Circle of Friends
241
Expectations: High for both learning and hard work, norm for most. Circle. I know you can do this. Good job.
2b Proficient. Circle of Friends
242
Work Importance: Communicated by teacher. Circle.
2b Proficient Circle of Friends
243
Role as Learners: Crowd around dictionary. Circle.
2b Proficient Circle of Friends
244
Instructional Time: Little loss due to effective routines. Circle.
2c Proficient Circle of Friends
245
Materials & Supplies: Managed successfully.
2c Proficient Circle of Friends
246
Transitions: Smooth. Circle.
2c Proficient Circle of Friends
247
Behavior: Generally appropriate. Circle.
2d Proficient Circle of Friends
248
Behavior: Positive reinforcement. Circle.
2d Proficient Circle of Friends
249
Behavior: Consistent & respectful.
2d Proficient Circle of Friends
250
Behavior: Self Correct, students promptly correct & comply. Circle.
2d Proficient Circle of Friends
251
Instructional purpose: Clearly communicated. Circle.
3a Proficient Circle of Friends
252
Explanation: Clear, invites student participation. Circle.
3a Proficient Circle of Friends
253
Directions & Procedures: Teacher gives specific directions. Circle. Students restate directions indicating they know what to do.
3a Proficient Circle of Friends
254
Content Errors: None, spoken language clear, correct and suitable to students.
3a Proficient Circle of Friends
255
Discussion: Engages most of the students in the discussion. Circle.
3b Basic Circle of Friends
256
Engaging Questions: Teacher attempts engaging questions, but many invite single responses. Circle. What is the ch sound? What goes here?
3b Basic Circle of Friends
257
Discussion: Students do not respond to one another, teacher does not ask to explain thinking. Circle.
3b Basic Circle of Friends
258
Intellectual engagement: Most are actively intellectually engaged with important & challenging content. Circle. Look up cherry.
3c Proficient Circle of Friends
259
Task Complexity: Mix of those requiring thinking & those requiring recall. Circle. picture matching, ch sound.
3c Proficient Circle of Friends
260
Pacing: Appropriate. Circle
3c Proficient Circle of Friends
261
Assessment Criteria: Students aware of, & built into lesson. Journal writing, show & tell, etc. Circle.
3d Proficient Circle of Friends
262
Monitoring Learning: For groups of students. Choral reading. Individual monitoring, matching pictures. Circle.
3d Proficient Circle of Friends
263
Evidence Questions: What did you learn today. Circle.
3d Proficient Circle of Friends
264
Feedback: Specific and accurate. It looks like a bear, but look at the ears. Circle.
3d Proficient Circle of Friends
265
Interactions: Negative and insensitive. Memory Book
2a Unsatisfactory Memory Book
266
Interactions: Disrespect and conflict.
2a Unsatisfactory Memory Book
267
Culture: Little commitment to learning. Memory
2b Basic Memory Book
268
Involvement: Hands on hops, rarely interacting. Memory
2b Basic Memory Book
269
Expectations: Verbally stated. Memory
2b Basic Memory Book
270
Objective: Complete task at hand. Memory
2b Basic Memory Book
271
Commitment: Limited in terms of task completion. Memory
2b Basic Memory Book
272
Instructional time: Some is lost. Partially successful. Memory Book. No pencils. Memory.
2c Basic Memory Book
273
Engagement: Students not working directly with teacher are only partially engaged. Memory.
2c Basic Memory Book
274
Routine following: With regular guidance and prompting students work quietly and follow established routines. Memory.
2c Basic Memory Book
275
Behavior: Established but inconsistent. Memory.
2d Basic Memory Book
276
Monitoring Behavior: Tries with uneven results. Memory.
2d Basic Memory Book
277
Instructional purpose: Clearly communicated. Connects with prior learning. Memory.
3a Proficient Memory Book
278
Modeling objective: Teacher models objective. Memory.
3a Proficient Memory Book
279
Strategies: Suggested by teacher. Memory
3a Proficient Memory Book
280
Engagement: Students engage, demonstrating they know what to do. Memory.
3a Proficient Memory Book
281
Questions: Low cognitive challenge & rapid succession. Memory.
3b Unsatisfactory Memory Book
282
Questions: Single response. Memory.
3b Unsatisfactory Memory Book
283
Questions: Teacher mediates all. Recitation response. Memory.
3b Unsatisfactory Memory Book
284
Discussion engagement: Only two respond. Memory.
3b Unsatisfactory Memory Book
285
Task Engagement: Minimal thinking by students, some choice, not much. Memory.
3c Basic Memory Book
286
Engagement, Independent: Some students engaged during independent work.
3c Basic Memory Book
287
Engagement: Some students talk excessively, requiring redirection. Memory.
3c Basic Memory Book
288
Pacing & Structure: Appropriate, but low. Memory
3c Basic Memory Book
289
Monitoring Learning: Teacher does not monitor learning nor understanding. Memory.
3d Basic Unsatisfactory Book
290
Monitoring Learning: Does not, only monitors behavior Memory..
3d Basic Unsatisfactory Book
291
Feedback: Students not provided feedback. Memory.
3d Basic Unsatisfactory Book
292
Teacher-student interactions: Friendly, general caring & respect. Acid
2a Proficient Acid
293
Connections: General connections. Acid
2a Proficient Acid
294
Interactions: Polite, respectful, business-like. Acid
2a Proficient Acid
295
Culture: Little commitment to learning. Acid
2b Basic Acid
296
Energy for teaching: Neutral. Acid.
2b Basic Acid
297
Commitment: Little commitment by students to complete work on their own. Acid.
2b Basic Acid
298
Objective: Complete task at hand. Acid
2b Basic Acid
299
Instructional Time: Some is lost, not smooth. Acid.
2c Basic Acid
300
Instructional group Management: Inconsistent. Acid
2c Basic Acid
301
Transitions: Inconsistent, not smooth. Acid
2c Basic Acid
302
Conduct Standards: Appear to have been established, but inconsistent. Acid
2d Basic Acid
303
Monitoring Behavior: Tries, but partially successful. Acid.
2d Basic Acid
304
Instructional purpose: Attempted, but with limited success. Acid.
3a Basic Acid
305
Explanations: Does not invite intellectual engagement. Acid.
3a Basic Acid
306
Explanations: Purely procedural, no thought as how to think strategically. Acid.
3a Basic Acid
307
Explanations: May contain minor errors. Acid
3a Basic Acid
308
Questioning: Single path of inquiry, answers determined in advance. Acid
3b Basic Acid
309
Questioning: Attempts higher order questions, but only a few respond. Acid
3b Basic Acid
310
Tasks: Minimal thinking, little opportunity to explain thinking. Acid
3c Basic Acid
311
Task engagement: Passive, little opportunity to explain thinking. Acid
3c Basic Acid
312
Pacing: Slow, considerable downtime. Acid
3c Basic Acid
313
Criteria: Students do not appear to be aware of. Acid
3d Unsatisfactory Acid
314
Monitoring learning: Little done by teacher. No effort to determine whether students understand. Acid
3d Unsatisfactory Acid
