Jan 20, 2016 - Teacher's feedback to students about where they are in meeting the learning targets is timely and specific.

Jan 20, 2016 - Teacher's feedback to students is timely and of high quality, pointing out well done work to guide the class in their task.

Jan 20, 2016 - Teacher's feedback to the student is specific, timely and requires the student to explain his thinking.

Jan 20, 2016 - The teacher's feedback to students is timely and uses high-quality questions to guide student thinking; he then asks students to use that learning to develop alternate solutions to the problem.

Jan 20, 2016 - Using Socratic Seminar, students assume considerable responsibility for the success of the discussion, initiating topics and making contributions.

Jan 20, 2016 - Teacher's explanation of content is appropriate and connects with students' knowledge of key vocabulary and specific artists.

Jan 20, 2016 - Teacher creates an activity that requires genuine discussion among students, stepping aside when appropriate to allow them to share their thoughts.

Jan 20, 2016 - Teacher builds on prior student text exploration and leads a whole class discussion among students.

Jan 20, 2016 - Teacher's purpose for the lesson or unit is clear, including where it is situated within broader learning. (This is day 2 of a process that describes, analyzes, interprets, and evaluates the art...

Jan 20, 2016 - Teacher's purpose for the lesson or unit is clear, including a discussion of how the learning will take place.

Jan 20, 2016 - Teacher's directions are clear to students and connect to prior work.