Jan 20, 2016 - The teacher's feedback to students is timely and based on high quality questions that guide student thinking.

Jan 20, 2016 - Students assess and monitor the quality of their own work against the assessment criteria and performance standards using an exit ticket.

Jan 20, 2016 - The teacher persists in finding new ways to assist a student who is struggling with a concept, providing multiple opportunities for understanding.

Jan 20, 2016 - The teacher uses instructional groups that are productive, engaging, and fully appropriate to the instructional purposes of the lesson.

Jan 20, 2016 - Students in the established instructional groups are productive and engaged in the task set before them.

Jan 20, 2016 - 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).

Jan 20, 2016 - Instructional materials and resources are suitable to the instructional purposes and hands-on, thereby engaging the students mentally.

Jan 20, 2016 - The teacher formatively assesses the individual student to determine her understanding of the processes.

Jan 20, 2016 - Teacher monitors the progress of groups of students in their work, using simple prompts to elicit information about the work from the students.

Jan 20, 2016 - The teacher monitors the progress of groups of students as they work, making limited use of diagnostic prompts to elicit information and guide the learning.

Jan 20, 2016 - The teacher monitors the progress of groups of students in their learning through the use of diagnostic prompts to ensure understanding.