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Grades
Resource Type
Common Core: Standard
Common Core: ELA
Common Core: Math
Rubrics: Danielson
163 Results
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- The teacher's feedback to students is timely, uses a common rubric, and connects to specific examples from the students' work.
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- The teacher's feedback to students encourages them to continue building on each other's ideas.
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- The teacher's feedback to students is timely and tied directly to the goals of the lesson.
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- The teacher's feedback as she helps students search for evidence in the text is timely and of consistently high quality.
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- The teacher's questions to the students provide them with feedback on their thinking and problem solving.
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- The teacher's feedback to students is timely and based on high quality questions that guide student thinking.
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- The teacher's feedback to the student is timely and focused, and the student can make immediate use of the feedback in his learning.
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- Students assess and monitor the quality of their own work against the assessment criteria and performance standards using an exit ticket.
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- The teacher's feedback to students is timely and individualized as she walks around the class and formatively assesses the students' work.
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- The teacher smoothly makes a minor adjustment to a lesson based on an identified need to clarify understanding.
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- The teacher successfully accommodates students' questions, and uses those questions to guide their exploration of a topic.
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- The teacher persists in finding new ways to assist a student who is struggling with a concept, providing multiple opportunities for understanding.
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- The teacher persists in seeking approaches for assisting a student who is having difficulty learning a concept, drawing on a broad repertoire of strategies.
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- The teacher uses varied approaches for students who have difficulty learning the concept, using concrete models and guided directions to help clarify their understanding.
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- The teacher uses instructional groups that are productive, engaging, and fully appropriate to the instructional purposes of the lesson.
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- Instructional groups are productive, focused and appropriate to the instructional purposes of the lesson.
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- The instructional groups are productive and are appropriate to the students and to the instructional purposes of the lesson. All students are fully engaged.
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- Students in the established instructional groups are productive and engaged in the task set before them.
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- The teacher's explanation of content is appropriate and connects with the students' prior knowledge of base ten materials.
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- The teacher's explanation of content is appropriate and connects with the student's prior knowledge by stepping him from hands-on materials to the abstract (written numbers).
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- Instructional materials and resources are suitable to the instructional purposes and are hands-on, thereby engaging students mentally.
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- Instructional materials and resources are suitable to the instructional purposes and hands-on, thereby engaging the students mentally.
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- Instructional materials and resources are suitable to the instructional purposes and engage students mentally.
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- The teacher formatively assesses the individual student to determine her understanding of the processes.