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Common Core: Standard
Common Core: ELA
Common Core: Math
Rubrics: Domain 3: Instruction
41 Results

 Teacher reviews appropriate academic vocabulary to ensure the purpose for the lesson or unit is clear.

 Teacher checks for understanding and reiterates the directions to students.

 Teacher provides clear directions to the students, has them review those directions with each other, and then again with the class as a whole.

 Teacher's directions are clear to students, with focus questions posted for the students and a clarification of a key vocabulary word.

 Teacher's directions are posted and clear to students and tied to posted focus questions. Teacher checks for understanding.

 Teacher's directions are clear and modeled for the students.

 Teacher's directions are clearly stated to students.

 The teacher is clear in her guidance through the website she wants the students to reference.

 The teacher's explanation of content connects with students' knowledge and experience. The students contribute to explaining the concept to their peers.

 Most of the teacher's questions are of high quality. Teacher gives students time to respond.

 Most of the teacher's questions are of high quality and well focused. Adequate time is provided for students to respond.

 The teacher's questions are of high quality, asking students to explain their answers. He provides adequate time for participating students to respond.

 The teacher's questions are of high quality and time is provided for students to respond to his questions and to asnwers from their peers.

 The teacher's questions are of high quality and allow the students time to process before responding.

 The teacher's questions are of high quality, with appropriate time built in for students to process and answer.

 Teacher creates a genuine discussion among students about their vocabulary, giving them an opportunity to use prior knowledge to explore the words.

 The teacher's structure allows students to assume considerable responsibility for the success of the discussion as they contribue and call on each other.

 The structure allows students to assume responsibility for the success of the discussion, making unsolicited contributions.

 Structure allows students to assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

 Teacher provides a question that creates a genuine discussion among students, then lets them work together to discuss it.

 Teacher creates a genuine discussion among students to solidify a concept.

 Teacher creates genuine discussions among students, stepping aside when appropriate. The students are comfortable with this format, asking questions of the teacher and of each other.

 The teacher successfully engages all students in the discussion with each other and then follows up with a student instructing the class.

 The teacher successfully engages the students in discussion, drawing out more indepth answers.