3a Distinguished Flashcards
If asked, students are able to explain what they are learning and where it fits into the larger curriculum context.
3a Communicating with Students Distinguished
The teacher explains content clearly and imaginatively, using metaphors and analogies to bring content to life.
3a Communicating with Students Distinguished
The teacher points out possible areas for misunderstanding.
3a Communicating with Students Distinguished
Students suggest other strategies they might use in approaching a challenge or analysis.
3a Communicating with Students Distinguished
The teacher uses rich language, offering brief vocabulary lessons where appropriate, both for general vocabulary and for the discipline.
3a Communicating with Students Distinguished
Students use academic language correctly.
3a Communicating with Students Distinguished
The teacher says, “Here’s a spot where some students have difficulty, be sure to read it carefully.
3a Communicating with Students Distinguished
The teacher asks a student to explain the task to other students.
3a Communicating with Students Distinguished
The teacher, in explaining the westward movement in U.S. history, invites students to consider that historica”I l period from the point of view of the Native Peoples.
3a Communicating with Students Distinguished
The teacher asks, “Who would like to explain this idea to us?”
3a Communicating with Students Distinguished
A student asks, “Is this another way we could think about analogies?”
3a Communicating with Students Distinguished
A student explains an academic term to classmates.
3a Communicating with Students Distinguished
The teacher pauses during an explanation of the civil rights movement to remind students that the prefix “in,” as in “inequality” means “not,” and that the prefix “un,” also means the same thing.
3a Communicating with Students Distinguished
A student says to a classmate, “I think that side of the triangle is called the hypotenuse.”
3a Communicating with Students Distinguished
