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Evaluation > Final Prep > Flashcards

Final Prep Flashcards

0
Q

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

A

2a Proficient. Native American Video.

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1
Q

Teacher-student interactions: Friendly and demonstrate general caring and respect.

A

2a Proficient. Native American Video.

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2
Q

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

A

2a Proficient. Native American Video.

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3
Q

Interactions: Polite, respectful, and business-like.

A

2a Proficient. Native American Video.

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4
Q

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

A

2b Proficient. Native American Video.

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5
Q

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

A

2b Proficient. Native American Video.

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6
Q

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

A

2b Proficient. Native American Video.

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7
Q

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

A

2c Proficient. Native American Video.

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8
Q

Instructional groups: Management is consistently successful.

A

2c Proficient. Native American Video.

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9
Q

Transitions: Management is consistently successful.

A

2c Proficient. Native American Video.

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10
Q

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

A

2c Proficient. Native American Video.

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11
Q

Student behavior: Entirely appropriate.

A

2d Distinguished. Native American Video.

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12
Q

Behavior monitoring: Subtle and preventive.

A

2d Distinguished. Native American Video.

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13
Q

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

A

3a Proficient. Native American Video.

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14
Q

Directions and procedures: Explained clearly.

A

3a Proficient. Native American Video.

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15
Q

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

A

3a Proficient. Native American Video.

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16
Q

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

A

3a Proficient. Native American Video.

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17
Q

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

A

3a Proficient. Native American Video.

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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.

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19
Q

Questioning: Challenges students to justify their thinking.

A

3b Proficient. Native American Video.

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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.

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21
Q

Questioning: Ensures that most students are heard.

A

3b Proficient. Native American Video.

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22
Q

Intellectual engagement: Some students are intellectually engaged.

A

3c Basic. Native American Video.

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23
Q

Intellectual engagement: Some students are intellectually engaged.

A

3c Basic. Native American Video.

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24
Q

Intellectual engagement: Largely passive with content.

A

3c Basic. Native American Video.

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25
Q

Intellectual engagement: Insufficient time to be intellectually engaged.

A

3c Basic. Native American Video.

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26
Q

Criteria awareness: Appears to be partial.

A

3d Basic. Native American Video.

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27
Q

Monitoring learning: For the class as a whole.

A

3d Basic. Native American Video.

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28
Q

Monitoring learning: Through a single method.

A

3d Basic. Native American Video.

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29
Q

Feedback: Mostly general.

A

3d Basic. Native American Video.

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30
Q

Self-assessment: Few students assess their own work.

A

3d Basic. Native American Video.

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31
Q

Teacher-student interactions: Highly respectful.

A

2a Distinguished. Math Man Video.

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32
Q

Student-student interactions: Highly respectful.

A

2a Distinguished. Math Man Video.

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33
Q

Respect for teacher: Students exhibit, and contribute to civility.

A

2a Distinguished. Math Man Video.

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34
Q

Risk: Students comfortable taking risks.

A

2a Distinguished. Math Man Video.

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35
Q

Civility: Students contribute to high levels.

A

2a Distinguished. Math Man Video.

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36
Q

Environment: Students feel valued and comfortable.

A

2a Distinguished. Math Man Video.

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37
Q

Culture: Learning valued by all.

A

2b Proficient. Math Man Video.

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38
Q

Expectations: high for both learning and hard work, norm for MOST students.

A

2b Proficient. Math Man Video.

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39
Q

Regard: Teacher demonstrates high regard for abilities.

A

2b Proficient. Math Man Video.

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40
Q

Interactions: Support learning and hard work.

A

2b Proficient. Math Man Video.

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41
Q

Interactions: support precise use of language.

A

2b Proficient. Math Man Video.

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42
Q

Desire: To understand, students exhibit.

A

2b Proficient. Math Man Video.

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43
Q

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

A

2c Proficient. Math Man Video.

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44
Q

Transitions: Management is consistently successful.

A

2c Proficient. Math Man Video.

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45
Q

Routine compliance: With minimal guidance and prompting, students follow established routines.

A

2c Proficient. Math Man Video.

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46
Q

Behavior: Generally appropriate.

A

2d Proficient. Math Man Video.

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47
Q

Behavior monitoring: Against established standards of conduct.

A

2d Proficient. Math Man Video.

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48
Q

Behavior: Response is consistent, proportionate, respectful, and effective.

A

2d Proficient. Math Man Video.

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49
Q

Instructional purpose: Limited success, directions must be clarified.

A

3a Basic. Math Man Video.

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50
Q

Explanation of content: Purely procedural, no indication of how students can think strategically.

A

3a Basic. Math Man Video.

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51
Q

Vocabulary & usage: Correct but unimaginative.

A

3a Basic. Math Man Video.

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52
Q

Questioning: Lead students through a single path, answers determined in advance.

A

3b Basic. Math Man Video.

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53
Q

Questioning: Interactions predominantly recitation style.

A

3b Basic. Math Man Video.

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54
Q

Engagement: Minimal thinking by students. Little opportunity to explain thinking. Passive.

A

3c Basic. Math Man Video.

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55
Q

Pacing: May not provide time to be intellectually engaged.

A

3c Basic. Math Man Video.

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56
Q

Criteria awareness: Students appear to be partially aware.

A

3d Basic. Math Man Video.

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57
Q

Monitoring of learning: Whole class approach.

A

3d Basic. Math Man Video.

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58
Q

Monitoring of Understanding: Through a single method.

A

3d Basic. Math Man Video.

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59
Q

Monitoring of Learning: Single method without eliciting evidence of understanding.

A

3d Basic. Math Man Video.

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60
Q

Feedback: To groups, accurate and specific.

A

3d Basic. Math Man Video.

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61
Q

Self-Assessment: Some students engage in.

A

3d Basic. Math Man Video.

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62
Q

Teacher-student interactions: Friendly and demonstrate general caring and respect.

A

2a Proficient. SWAT video.

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63
Q

Interactions: Appropriate to ages, cultures, and developmental levels.

A

2a Proficient. SWAT video.

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64
Q

Talk: Teacher-student. Uniformly respectful.

A

2a Proficient. SWAT video.

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65
Q

Respect: Students exhibit respect for the teacher.

A

2a Proficient. SWAT video.

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66
Q

Culture for Learning: Going through the motions.

A

2b Basic. SWAT video.

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67
Q

Culture for Learning: Students appear to be going through the motions.

A

2b Basic. SWAT video.

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68
Q

Culture for Learning: Students interested in completion over quality.

A

2b Basic. SWAT video.

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69
Q

Energy: Neutral, not high commitment, nor external forces.

A

2b Basic. SWAT video.

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70
Q

Commitment: Limited student commitment to complete work. Looking for an easy path.

A

2b Basic. SWAT video.

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71
Q

Language: Teacher urges but does not insist on.

A

2b Basic. SWAT video.

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72
Q

Procedures: Time, little loss of instructional time due to effective procedures.

A

2c Proficient. SWAT video.

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73
Q

Routines: Collection and distribution is efficient.

A

2c Proficient. SWAT video.

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74
Q

Transitions: Consistently successful.

A

2c Proficient. SWAT video.

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75
Q

Instructional group management: Consistently successful.

A

2c Proficient. SWAT video.

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76
Q

Routines & Procedures: With minimal guidance students follow routines.

A

2c Proficient. SWAT video.

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77
Q

Behavior: Entirely appropriate.

A

2d Distinguished. SWAT video.

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78
Q

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.

A

2d Distinguished. SWAT video.

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79
Q

Instructional purpose: Attempt has limited success.

A

3a Basic. SWAT video.

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80
Q

Directions: Must be clarified after initial confusion.

A

3a Basic. SWAT video.

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81
Q

Explanations: Do not invite intellectual engagement or understand possible strategies.

A

3a Basic. SWAT video.

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82
Q

Vocabulary Explanation: Rarely takes opportunity to explain.

A

3a Basic. SWAT video.

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83
Q

Questions: Low cognitive challenge, single correct responses, rapid succession.

A

3b Unsatisfactory. SWAT video.

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84
Q

Teacher-student interactions: Recitation style, teacher mediating all questions. Game show moderator.

A

3b Unsatisfactory. SWAT video.

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85
Q

Questioning: Accepts all answers without asking for explanation of thinking or reasoning.

A

3b Unsatisfactory. SWAT video.

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86
Q

Questioning: Attempts to engage are uneven.

A

3b Unsatisfactory. SWAT video.

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87
Q

Tasks & activities: Minimal thinking, little opportunity to explain thinking.

A

3c Basic. SWAT video.

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88
Q

Engagement: Most students passive or merely compliant.

A

3c Basic. SWAT video.

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89
Q

Materials: Few require thinking or explanations of thinking.

A

3c Basic. SWAT video.

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90
Q

Feedback: Absent, or of poor quality.

A

3d Unsatisfactory. SWAT video.

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91
Q

Adjustment: No attempt in spite of confusion.

A

3d Unsatisfactory. SWAT video.

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92
Q

Teacher-student interactions: Friendly, general caring and respect.

A

2a Proficient. Debate Video

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93
Q

Student-student interactions: Polite and respectful to each other.

A

2a Proficient. Debate video.

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94
Q

Respect: Students exhibit respect for teacher.

A

2a Proficient. Debate video.

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95
Q

Interactions: Polite, respectful, business-like.

A

2a Proficient. Debate video.

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96
Q

Culture: A place where learning is valued by all.

A

2b Proficient. Debate video.

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97
Q

Effort: Consistent by students. Students understand role as learners.

A

2b Proficient. Debate video.

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98
Q

Role as Learners: Students understand & consistently expend effort to learn.

A

2b Proficient. Debate video.

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99
Q

Instructional Time: Maximized because of routines.

A

2c Distinguished. Debate video.

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100
Q

Procedures & routines: Instructional time maximized.

A

2c Distinguished. Debate video.

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101
Q

Instructional Groups: Students contribute to management of. Move quickly when signal given. Students take initiative ensuring time used productively, without teacher intervention.

A

2c Distinguished. Debate video.

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102
Q

Transitions: Seamless, students move quickly at teacher direction to ensure smooth transition.

A

2c Distinguished. Debate video.

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103
Q

Behavior: Entirely appropriate, no evidence of student misbehavior.

A

2d Distinguished. Debate video.

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104
Q

Behavior: Self monitoring by students, students take an active role.

A

2d Distinguished. Debate video.

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105
Q

Instructional purpose: Clearly communicated to students. On the board. Take a quick look.

A

3a Proficient. Debate video.

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106
Q

Explanations: Clear and invites student thinking.

A

3a Proficient. Debate video.

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107
Q

Engagement: Students actively work, indicating they understood what to do.

A

3a Proficient. Debate video.

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108
Q

Vocabulary: Clear, appropriate, correct for age of students.

A

3a Proficient. Debate video.

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109
Q

Content errors: None.

A

3a Proficient. Debate video.

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110
Q

Discussion: Genuine among students.

A

3b Proficient. Debate video.

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111
Q

Question timing: Students have ample time to respond.

A

3b Proficient. Debate video.

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112
Q

Questioning: Deeper, probing, stepping aside when necessary.

A

3b Proficient. Debate video.

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113
Q

Discussion participation: Designed to ensure all participate.

A

3b Proficient. Debate video.

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114
Q

Intellectual engagement: All students engaged in challenging content & well-designed learning tasks and activities.

A

3c Distinguished. Debate video.

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115
Q

Activities: Require complex thinking by students.

A

3c Distinguished. Debate video.

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116
Q

Pacing: Provides time to engage with one another. Complex thinking.

A

3c Distinguished. Debate video.

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117
Q

Task Engagement: Students reflect in groups and explain thinking and serve as resource to one another. One found a quote and shared with another.

A

3c Distinguished. Debate video.

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118
Q

Activities: Students explain their positions to one another.

A

3c Distinguished. Debate video.

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119
Q

Criteria awareness. Students appear to be aware of.

A

3d Proficient. Debate video.

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120
Q

Monitoring learning: For groups, circulates, offering suggestions and confirmations.

A

3d Proficient. Debate Video.

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121
Q

Feedback: Accurate, specific, serves to move learning forward.

A

3d Proficient. Debate Video.

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122
Q

Teacher-student interactions: Friendly, general caring & respect. Declaration Video.

A

2a Proficient. Declaration Video

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123
Q

Interactions: Appropriate to age & culture of students. Declaration.

A

2a Proficient. Declaration Video

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124
Q

Talk: Uniformly respectful. Declaration.

A

2a Proficient. Declaration Video

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125
Q

Culture: Cognitively busy place, shared belief in importance of learning.

A

2b Distinguished. Declaration Video

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126
Q

Expectations: High expectations for learning for ALL. Declaration.

A

2b Distinguished. Declaration Video

127
Q

Expectations: Insists on hard work. Declaration.

A

2b Distinguished. Declaration Video

128
Q

Expectations: Students assume responsibility for high quality by initiating improvements, revisions, assisting peers. Declaration.

A

2b Distinguished. Declaration Video

129
Q

Language use: Students assist peers & correct them. Declaration hanged.

A

2b Distinguished. Declaration Video

130
Q

Routines & procedures: Little loss of time. Consistently successful. Declaration.

A

2c Proficient. Declaration Video

131
Q

Routines: Minimal guidance, students follow. Declaration.

A

2c Proficient. Declaration Video

132
Q

Behavior: Entirely appropriate. Declaration.

A

2d Distinguished. Declaration Video

133
Q

Self-monitoring: Students take active role in self- as well as peer monitoring against established standards. Declaration.

A

2d Distinguished. Declaration Video

134
Q

Behavior monitoring: Subtle and preventive. Wait a second and I’ll get to you. Declaration.

A

2d Distinguished. Declaration Video

135
Q

Behavior Response: Sensitive to individual needs, respects dignity. Declaration. During laughing & joking, “When we talk, we can’t hear each other.

A

2d Distinguished. Declaration Video

136
Q

Explanations: Thorough, clear, develops conceptual understanding through scaffolding & connecting interests. Declaration.

A

3a Distinguished. Declaration Video

137
Q

Explanations: Students contribute by extending content & peer explaining & suggesting possible strategies.

A

3a Distinguished. Declaration Video

138
Q

Vocabulary: Written & spoken is expressive, takes opportunities to extend.

A

3a Distinguished. Declaration Video

139
Q

Vocabulary: Students contribute to correct use of. Declaration. Hung.

A

3a Distinguished. Declaration Video

140
Q

Explanations: Clear and imaginative, metaphors and analogies to bring content to life. Declaration.

A

3a Distinguished. Declaration Video

141
Q

Questioning: Variety or series of questions & prompts, challenging students cognitively. Declaration.

A

3b Distinguished. Declaration Video

142
Q

Questions: Advance high-level thinking and discourse, promote metacognition. Declaration.

A

3b Distinguished. Declaration Video

143
Q

Questions: Students formulate many questions, challenge peer thinking, make unsolicited contributions. Declaration.

A

3b Distinguished. Declaration Video

144
Q

Activities & tasks: Challenge student thinking, invite making thinking visible. Declaration.

A

3c Proficient. Declaration Video

145
Q

Intellectual engagement: By most students. Declaration.

A

3c Proficient. Declaration Video

146
Q

Lesson Structure: Clearly defined, appropriate pacing, time to be intellectually engaged. Declaration.

A

3c Proficient. Declaration Video

147
Q

Monitoring understanding: Through a single method. Declaration.

A

3d Basic. Declaration Video

148
Q

Monitoring Learning: As a whole. Declaration.

A

3d Basic. Declaration Video

149
Q

Feedback: General. Declaration.

A

3d Basic. Declaration Video

150
Q

Self-assessment: Few self-assess own work. Declaration.

A

3d Basic. Declaration Video

151
Q

Adjustment: In response to assessment is minimal or ineffective. Declaration.

A

3d Basic. Declaration Video

152
Q

Teacher-student interactions: Friendly, general caring, respect. Contractions.

A

2a Proficient. Contraction Video

153
Q

Interactions: Appropriate to age, culture, dev. levels. Contractions.

A

2a Proficient. Contraction Video

154
Q

Student-student interactions: Generally polite, respectful.

A

2a Proficient. Contraction Video

155
Q

Respect: Students exhibit respect for teacher.

A

2a Proficient. Contraction Video

156
Q

Interactions: Result is business-like, polite, respectful. Contractions.

A

2a Proficient. Contraction Video

157
Q

Culture: Learning valued by all. Contractions.

A

2b Proficient. Contraction Video

158
Q

Expectations: High for learning & hard work norm for all. I should hear you working with your partner. Ready, go.

A

2b Proficient. Contraction Video

159
Q

Role as learners: Students understand & expend effort to learn. Contractions.

A

2b Proficient. Contraction Video

160
Q

Interactions: Support learning, hard work, precise use of language. Contractions. All students are engaged, then create with partners.

A

2b Proficient. Contraction Video

161
Q

Instructional time: Little loss due to procedures.

A

2c Proficient. Contraction Video

162
Q

Instructional group management: Consistently successful. Contractions.

A

2c Proficient. Contraction Video

163
Q

Transitions: Consistently successful. Contractions.

A

2c Proficient. Contraction Video

164
Q

Routine following: With minimal guidance.

A

2c Proficient. Contraction Video

165
Q

Behavior: Entirely appropriate. Contractions.

A

2d Distinguished. Contraction Video

166
Q

Behavior, self-monitoring: Students take active role against standards. Contractions. Hands and eyes. Students stop and look at teacher.

A

2d Distinguished. Contraction Video

167
Q

Behavior Monitoring: Subtle and preventive. Contractions. Hands and eyes.

A

2d Distinguished. Contraction Video

168
Q

Content errors: Major content error. Contractions.

A

3a Unsatisfactory. Contraction Video

169
Q

Questioning: Low cognitive challenge. Rapid succession. Contractions. Step one, two, mirror.

A

3b Unsatisfactory. Contraction Video

170
Q

Discussion interactions: Recitation style, predominantly. Contractions.

A

3b Unsatisfactory. Contraction Video

171
Q

Lesson Structure: Recognizable. Contractions.

A

3c Basic. Contraction Video

172
Q

Pacing: May not provide time for intellectual engagement. Contractions.

A

3c Basic. Contraction Video

173
Q

Tasks: Minimal thinking or opportunity to explain thinking. Contractions.

A

3c Basic. Contraction Video

174
Q

Tasks: Students passive or merely compliant.

A

3c Basic. Contraction Video

175
Q

Criteria: Students appear to be aware of. Contractions. Students recite goal of lesson.

A

3d Proficient. Contraction Video

176
Q

Monitoring learning: Teacher circulates. Contractions.

A

3d Proficient. Contraction Video

177
Q

Monitoring learning: for groups of students. Contractions.

A

3d Proficient. Contraction Video

178
Q

Assessment questioning: Used regularly to diagnose evidence of learning. Contraction. What do we do first, second…?

A

3d Proficient. Contraction Video

179
Q

Feedback: To groups, accurate and specific. Contractions. I want to see the work, not the whole map.

A

3d Proficient. Contraction Video

180
Q

Teacher-student interactions: Friendly, general caring and respect.

A

2a Proficient. Asian Math Video

181
Q

Respect: Students exhibit respect for teacher.

A

2a Proficient. Asian Math Video

182
Q

Culture: Cognitively busy place, shared belief in importance of learning. Asian math.

A

2b Distinguished. Asian Math Video

183
Q

Expectations for learning: High for all students, insists on hard work.

A

2b Distinguished. Asian Math Video

184
Q

Responsibility for learning: Students assume. Showed through questions a desire to understand content. Asian Math.

A

2b Distinguished. Asian Math Video

185
Q

Peer assistance: Students assist classmates in understanding content. I’m waiting for her to help me. Asian math.

A

2b Distinguished. Asian Math Video

186
Q

Quality initiative: Students take. I need a chance to check my work. Asian math.

A

2b Distinguished. Asian Math Video

187
Q

Instructional time: Little loss due to effective routines. Asian math.

A

2c Proficient. Asian Math Video

188
Q

Engagement in groups: Productively engaged. Asian math.

A

2c Proficient. Asian Math Video

189
Q

Behavior standards: Established, but not consistent. Background noise. Asian math.

A

2d Basic. Asian Math Video

190
Q

Behavior response: Inconsistent. Asian math.

A

2d Basic. Asian Math Video

191
Q

Directions: Explained clearly. Asian math.

A

3a Proficient. Asian Math Video

192
Q

Explaining strategies: Focuses on strategies when working independently. Asian math.

A

3a Proficient. Asian Math Video

193
Q

Intellectual Engagement: Teacher invites student intellectual engagement. Asian Math.

A

3a Proficient. Asian Math Video

194
Q

Engagement: Students get to work, showing they understand. Asian math.

A

3a Proficient. Asian Math Video

195
Q

Questioning: Leads students through single path of inquiry, answers determined in advance. What is 6x + 5y? Asian Math.

A

3b Basic. Asian Math Video

196
Q

Questioning: Attempts to engage all, few respond.

A

3b Basic. Asian Math Video

197
Q

Tasks: Designed to challenge thinking.

A

3c Proficient. Asian Math Video

198
Q

Task Difficulty: Most have multiple correct responses or approaches & encourage student thinking. Asian Math.

A

3c Proficient. Asian Math Video

199
Q

Explaining thinking: Invited to explain as part of tasks. Asian math.

A

3c Proficient. Asian Math Video

200
Q

Lesson engagement: Most intellectually engaged.

A

3c Proficient. Asian Math Video

201
Q

Pacing: Provides time for intellectual engagement.

A

3c Proficient. Asian Math Video

202
Q

Criteria awareness: Students appear to be aware of. Asian math.

A

3d Proficient. Asian Math Video

203
Q

Monitoring learning: Monitors learning for groups. Asian math

A

3d Proficient. Asian Math Video

204
Q

Criteria: Makes standards of high quality clear to students. Asian math.

A

3d Proficient. Asian Math Video

205
Q

Eliciting: Elicits evidence of understanding. Asian math.

A

3d Proficient. Asian Math Video

206
Q

Feedback: To groups, accurate and specific. Asian math.

A

3d Proficient. Asian Math Video

207
Q

Self-assessment: Some students engage. Right, I got it. Asian math.

A

3d Proficient. Asian Math Video

208
Q

Teacher-student interactions: Friendly, generally caring and respect.

A

2a Proficient. Mood Tone Video

209
Q

Interactions: Among students, generally polite & respectful. Mood Tone.

A

2a Proficient. Mood Tone Video

210
Q

Respect: Students exhibit for teacher.

A

2a Proficient. Mood Tone Video

211
Q

Interactions: General connections with students. Don’t put it in your shoe. Mood tone.

A

2a Proficient. Mood Tone Video

212
Q

Culture: Learning valued by all. Mood tone.

A

2b Proficient. Mood Tone Video

213
Q

Expectations: High for learning and hard work, norm for MOST. Mood, Tone

A

2b Proficient. Mood Tone Video

214
Q

Role as Learners: Students understand. Mood Tone

A

2b Proficient. Mood Tone Video

215
Q

Effort: Students consistently expend to learn. Mood Tone

A

2b Proficient. Mood Tone Video

216
Q

Interactions: Support learning and hard work. Mood tone.

A

2b Proficient. Mood Tone Video

217
Q

Hard work: Interactions support. Mood tone.

A

2b Proficient. Mood Tone Video

218
Q

Language usage: Interactions support precise use of.

A

2b Proficient. Mood Tone Video

219
Q

Instructional time: Little loss due to effective procedures.

A

2c Proficient. Mood Tone Video

220
Q

Instructional group management: Consistently successful. Mood tone. And, we’re back.

A

2c Proficient. Mood Tone Video

221
Q

Routines: Minimal guidance students follow. Mood tone. Countdown.

A

2c Proficient. Mood Tone Video

222
Q

Behavior: Entirely appropriate. No disruptive behavior. Mood tone.

A

2d Distinguished. Mood Tone Video

223
Q

Behavior monitoring: Subtle & preventive. Mood tone. Walks around class.

A

2d Distinguished. Mood Tone Video

224
Q

Instructional purpose: Clearly stated, including where it fits. Mood tone.

A

3a Proficient. Mood Tone Video

225
Q

Directions & explanations: Explained clearly. Mood tone. Clarify with your neighbor.

A

3a Proficient. Mood Tone Video

226
Q

Strategies: Suggested during explanation. Invite intellectual engagement. Mood Tone.

A

3a Proficient. Mood Tone Video

227
Q

Vocabulary Usage: Teacher’s is precise and serves to extend student understanding.

A

3a Proficient. Mood Tone Video

228
Q

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…

A

3b Proficient. Mood Tone Video

229
Q

Discussion: Genuine discussion among students. Mood tone.

A

3b Proficient. Mood Tone Video

230
Q

Discussion: Adequate time to respond, and stepping aside when appropriate. Mood tone.

A

3b Proficient. Mood Tone Video

231
Q

Challenge questions: Challenges students to justify thinking. Mood tone. Explain. What do you think about…

A

3b Proficient. Mood Tone Video

232
Q

Engagement in Discussion: Strategies ensure MOST students are heard. Mood tone.

A

3b Proficient. Mood Tone Video

233
Q

Tasks: Designed to challenge student thinking. Invite making learning visible. Mood tone.

A

3c Proficient. Mood Tone Video

234
Q

Task engagement: Teacher provides scaffolding to support engagement. Mood tone. Share your launch with your partner.

A

3c Proficient. Mood Tone Video

235
Q

Lesson structure: Clearly defined, pacing appropriate, time to be intellectually engaged. Mood tone.

A

3c Proficient. Mood Tone Video

236
Q

Assessment Criteria: Students aware of. If you want a C, B, or A… Mood tone.

A

3d Proficient. Mood Tone Video

237
Q

Diagnosing learning: Questions used regularly to diagnose evidence. Mood tone.

A

3d Proficient. Mood Tone Video

238
Q

Interactions: Teacher-student, highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Circle of Friends.

A

2a Distinguished. Circle of Friends

239
Q

Respect: Students exhibit for teacher and contribute to high levels of civility. Students volunteered to get things. Circle of Friends.

A

2a Distinguished. Circle of Friends

240
Q

Culture: Learning valued by all. Circle.

A

2b Proficient. Circle of Friends

241
Q

Expectations: High for both learning and hard work, norm for most. Circle. I know you can do this. Good job.

A

2b Proficient. Circle of Friends

242
Q

Work Importance: Communicated by teacher. Circle.

A

2b Proficient Circle of Friends

243
Q

Role as Learners: Crowd around dictionary. Circle.

A

2b Proficient Circle of Friends

244
Q

Instructional Time: Little loss due to effective routines. Circle.

A

2c Proficient Circle of Friends

245
Q

Materials & Supplies: Managed successfully.

A

2c Proficient Circle of Friends

246
Q

Transitions: Smooth. Circle.

A

2c Proficient Circle of Friends

247
Q

Behavior: Generally appropriate. Circle.

A

2d Proficient Circle of Friends

248
Q

Behavior: Positive reinforcement. Circle.

A

2d Proficient Circle of Friends

249
Q

Behavior: Consistent & respectful.

A

2d Proficient Circle of Friends

250
Q

Behavior: Self Correct, students promptly correct & comply. Circle.

A

2d Proficient Circle of Friends

251
Q

Instructional purpose: Clearly communicated. Circle.

A

3a Proficient Circle of Friends

252
Q

Explanation: Clear, invites student participation. Circle.

A

3a Proficient Circle of Friends

253
Q

Directions & Procedures: Teacher gives specific directions. Circle. Students restate directions indicating they know what to do.

A

3a Proficient Circle of Friends

254
Q

Content Errors: None, spoken language clear, correct and suitable to students.

A

3a Proficient Circle of Friends

255
Q

Discussion: Engages most of the students in the discussion. Circle.

A

3b Basic Circle of Friends

256
Q

Engaging Questions: Teacher attempts engaging questions, but many invite single responses. Circle. What is the ch sound? What goes here?

A

3b Basic Circle of Friends

257
Q

Discussion: Students do not respond to one another, teacher does not ask to explain thinking. Circle.

A

3b Basic Circle of Friends

258
Q

Intellectual engagement: Most are actively intellectually engaged with important & challenging content. Circle. Look up cherry.

A

3c Proficient Circle of Friends

259
Q

Task Complexity: Mix of those requiring thinking & those requiring recall. Circle. picture matching, ch sound.

A

3c Proficient Circle of Friends

260
Q

Pacing: Appropriate. Circle

A

3c Proficient Circle of Friends

261
Q

Assessment Criteria: Students aware of, & built into lesson. Journal writing, show & tell, etc. Circle.

A

3d Proficient Circle of Friends

262
Q

Monitoring Learning: For groups of students. Choral reading. Individual monitoring, matching pictures. Circle.

A

3d Proficient Circle of Friends

263
Q

Evidence Questions: What did you learn today. Circle.

A

3d Proficient Circle of Friends

264
Q

Feedback: Specific and accurate. It looks like a bear, but look at the ears. Circle.

A

3d Proficient Circle of Friends

265
Q

Interactions: Negative and insensitive. Memory Book

A

2a Unsatisfactory Memory Book

266
Q

Interactions: Disrespect and conflict.

A

2a Unsatisfactory Memory Book

267
Q

Culture: Little commitment to learning. Memory

A

2b Basic Memory Book

268
Q

Involvement: Hands on hops, rarely interacting. Memory

A

2b Basic Memory Book

269
Q

Expectations: Verbally stated. Memory

A

2b Basic Memory Book

270
Q

Objective: Complete task at hand. Memory

A

2b Basic Memory Book

271
Q

Commitment: Limited in terms of task completion. Memory

A

2b Basic Memory Book

272
Q

Instructional time: Some is lost. Partially successful. Memory Book. No pencils. Memory.

A

2c Basic Memory Book

273
Q

Engagement: Students not working directly with teacher are only partially engaged. Memory.

A

2c Basic Memory Book

274
Q

Routine following: With regular guidance and prompting students work quietly and follow established routines. Memory.

A

2c Basic Memory Book

275
Q

Behavior: Established but inconsistent. Memory.

A

2d Basic Memory Book

276
Q

Monitoring Behavior: Tries with uneven results. Memory.

A

2d Basic Memory Book

277
Q

Instructional purpose: Clearly communicated. Connects with prior learning. Memory.

A

3a Proficient Memory Book

278
Q

Modeling objective: Teacher models objective. Memory.

A

3a Proficient Memory Book

279
Q

Strategies: Suggested by teacher. Memory

A

3a Proficient Memory Book

280
Q

Engagement: Students engage, demonstrating they know what to do. Memory.

A

3a Proficient Memory Book

281
Q

Questions: Low cognitive challenge & rapid succession. Memory.

A

3b Unsatisfactory Memory Book

282
Q

Questions: Single response. Memory.

A

3b Unsatisfactory Memory Book

283
Q

Questions: Teacher mediates all. Recitation response. Memory.

A

3b Unsatisfactory Memory Book

284
Q

Discussion engagement: Only two respond. Memory.

A

3b Unsatisfactory Memory Book

285
Q

Task Engagement: Minimal thinking by students, some choice, not much. Memory.

A

3c Basic Memory Book

286
Q

Engagement, Independent: Some students engaged during independent work.

A

3c Basic Memory Book

287
Q

Engagement: Some students talk excessively, requiring redirection. Memory.

A

3c Basic Memory Book

288
Q

Pacing & Structure: Appropriate, but low. Memory

A

3c Basic Memory Book

289
Q

Monitoring Learning: Teacher does not monitor learning nor understanding. Memory.

A

3d Basic Unsatisfactory Book

290
Q

Monitoring Learning: Does not, only monitors behavior Memory..

A

3d Basic Unsatisfactory Book

291
Q

Feedback: Students not provided feedback. Memory.

A

3d Basic Unsatisfactory Book

292
Q

Teacher-student interactions: Friendly, general caring & respect. Acid

A

2a Proficient Acid

293
Q

Connections: General connections. Acid

A

2a Proficient Acid

294
Q

Interactions: Polite, respectful, business-like. Acid

A

2a Proficient Acid

295
Q

Culture: Little commitment to learning. Acid

A

2b Basic Acid

296
Q

Energy for teaching: Neutral. Acid.

A

2b Basic Acid

297
Q

Commitment: Little commitment by students to complete work on their own. Acid.

A

2b Basic Acid

298
Q

Objective: Complete task at hand. Acid

A

2b Basic Acid

299
Q

Instructional Time: Some is lost, not smooth. Acid.

A

2c Basic Acid

300
Q

Instructional group Management: Inconsistent. Acid

A

2c Basic Acid

301
Q

Transitions: Inconsistent, not smooth. Acid

A

2c Basic Acid

302
Q

Conduct Standards: Appear to have been established, but inconsistent. Acid

A

2d Basic Acid

303
Q

Monitoring Behavior: Tries, but partially successful. Acid.

A

2d Basic Acid

304
Q

Instructional purpose: Attempted, but with limited success. Acid.

A

3a Basic Acid

305
Q

Explanations: Does not invite intellectual engagement. Acid.

A

3a Basic Acid

306
Q

Explanations: Purely procedural, no thought as how to think strategically. Acid.

A

3a Basic Acid

307
Q

Explanations: May contain minor errors. Acid

A

3a Basic Acid

308
Q

Questioning: Single path of inquiry, answers determined in advance. Acid

A

3b Basic Acid

309
Q

Questioning: Attempts higher order questions, but only a few respond. Acid

A

3b Basic Acid

310
Q

Tasks: Minimal thinking, little opportunity to explain thinking. Acid

A

3c Basic Acid

311
Q

Task engagement: Passive, little opportunity to explain thinking. Acid

A

3c Basic Acid

312
Q

Pacing: Slow, considerable downtime. Acid

A

3c Basic Acid

313
Q

Criteria: Students do not appear to be aware of. Acid

A

3d Unsatisfactory Acid

314
Q

Monitoring learning: Little done by teacher. No effort to determine whether students understand. Acid

A

3d Unsatisfactory Acid

Evaluation (37 decks)

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