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Common Core: Standard
Common Core: ELA
Common Core: Math
Video Library Category: RubricAligned Teacher Practice
324 Results

 Smallgroup work is well organized. The teacher takes the time to have students reflect and review their roles in the group at their tables, then checks for understanding using cold calls.

 Students continue to be productively engaged in learning once the teacher walks away from the group.

 Students are productively engaged in learning while unsupervised by the teacher, interacting with each other and listening to each other's ideas.

 Smallgroup work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. Notice that both students were working on the problem.

 Teacher has a model to draw students' attention to prepare for the next transition. "Hands in the air" ensures that all students have stopped work. Directions for the next step are...

 Transitions are seamless, with students assuming responsibility in ensuring their efficient operation after release from the teacher.

 Transitions occur smoothly, with little loss of instructional time, as students connect with each other without having to be put into groups.

 Transitions occur smoothly, with little loss of instructional time due to clear directions.

 Transitions occur smoothly, with teacher giving instructions for next steps before moving the students into small groups onto the next task.

 Transitions occur smoothly, with little loss of instructional time, as teacher explicitly guides students to cap their markers and moves them to the rug in small groups.

 Transition occurs smoothly as teacher guides students step by step to clean up one activity and to prepare for the next, before moving them to the rug in small groups.

 The teacher guides students quietly back to small groups, creating a quick and smooth transition, with little loss of instructional time.

 Teacher has established procedures to move students. Transitions occur smoothly, with little loss of instructional time.

 Teacher has established procedures to bring students back to order to and to move them. Transitions occur smoothly, with little loss of instructional time.

 The transition is seamless, with students assuming responsibility in ensuring its efficiency.

 The transition occurs smoothly, with little loss of instructional time.

 Standards of conduct are clear to all students as they replace their materials. Teacher gently refocuses students.

 Teacher ensures that standards of conduct in pair work are clear to all students by reviewing them in a large group conversation.

 Standards of conduct are clear to all students, with the teacher giving clear directions for the transition.

 Transitions occur smoothly to the next activity by giving directions first, then moving students in small groups. Students assume some responsibility under teacher direction.

 Transition occurs smoothly, with little loss of instructional time. Teacher provides explicit instruction to cap markers and moves students to the rug in small groups.

 Transition occurs smoothly as the teacher guides students step by step to clean up one activity and to prepare for the next, before moving them to the rug in small groups.

 Teacher has established procedures to bring students back to order and to move them. Students assume some responsibility under teacher direction.

 Teacher's transition procedure and standards of conduct occur relatively smoothly, with little loss of instructional time. Misbehaving student assumes some responsibility for correcting his...