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Flashcards in Final Prep Deck (315):
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Teacher-student interactions: Friendly and demonstrate general caring and respect.

2a Proficient. Native American Video.

1

Teacher-student interactions: Appropriate to ages, cultures, and developmental levels of students.

2a Proficient. Native American Video.

2

Student-student interactions: Generally polite and respectful, and students exhibit respect for the teacher.

2a Proficient. Native American Video.

3

Interactions: Polite, respectful, and business-like.

2a Proficient. Native American Video.

4

Classroom culture: A place where learning is valued by all.

2b Proficient. Native American Video.

5

Expectations: High for both learning and hard work, and are the norm for most students.

2b Proficient. Native American Video.

6

Interactions: Support learning, hard owrk, and the precise use of language.

2b Proficient. Native American Video.

7

Procedures: Little loss of instructional time due to effective classroom routines.

2c Proficient. Native American Video.

8

Instructional groups: Management is consistently successful.

2c Proficient. Native American Video.

9

Transitions: Management is consistently successful.

2c Proficient. Native American Video.

10

Classroom routines: With minimal guidance, students follow established routines.

2c Proficient. Native American Video.

11

Student behavior: Entirely appropriate.

2d Distinguished. Native American Video.

12

Behavior monitoring: Subtle and preventive.

2d Distinguished. Native American Video.

13

Instructional purpose: Clearly communicated to students, including where it is situated within broader learning.

3a Proficient. Native American Video.

14

Directions and procedures: Explained clearly.

3a Proficient. Native American Video.

15

Explanation of content: Scaffolded, clear, and accurate and connects with students' knowledge and experience.

3a Proficient. Native American Video.

16

Spoken and written language: Clear and correct and suitable to students' ages and interests.

3a Proficient. Native American Video.

17

Teacher vocabulary & usage: Correct and entirely suited to lesson, including, where appropriate, explanations of vocabulary.

3a Proficient. Native American Video.

18

Questioning: While Teacher may use some low-level questions, poses questions designed to promote student thinking and understanding.

3b Proficient. Native American Video.

19

Questioning: Challenges students to justify their thinking.

3b Proficient. Native American Video.

20

Questioning: Successfully engages most students in the discussion, employing a range of strategies to ensure that MOST students are heard.

3b Proficient. Native American Video.

21

Questioning: Ensures that most students are heard.

3b Proficient. Native American Video.

22

Intellectual engagement: Some students are intellectually engaged.

3c Basic. Native American Video.

23

Intellectual engagement: Some students are intellectually engaged.

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