Jan 20, 2016 - Teacher's explanation of content is imaginative and uses graphic organizers to organize learning. Students contribute to explaining concepts to their peers.

Jan 20, 2016 - Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, by linking that purpose to the prior knowledge of the students.

Jan 20, 2016 - Most of the teacher's questions are of high quality, allowing time for the students to process and answer the questions. The teacher provides the minimal support needed in the form of additional...

Jan 20, 2016 - Instructional pairs are productive and focused on the work. The groupings are appropriate to the instructional purposes of the lesson.

Jan 20, 2016 - Instructional pairs are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

Jan 20, 2016 - Instructional groups are productive and focused on the work. The groupings are fully appropriate to the instructional purposes of the lesson.

Jan 20, 2016 - The instructional groups are productive and are appropriate to the students and to the instructional purposes of the lesson. All students are fully engaged.

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

Jan 20, 2016 - The teacher monitors the progress of a group of students in the curriculum, asking questions and prompting the students in order to elicit information about their understanding of the material.

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.